Relationship between self-regulated learning and academic procrastination
This study aims to investigate the relationship between the components of motivation in self-regulated learning as well as the components of learning strategies in self-regulated learning and academic procrastination. Academic procrastination creates problems for undergraduates such as stress and po...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Science Publications
2016
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| Online Access: | http://psasir.upm.edu.my/id/eprint/53758/ http://psasir.upm.edu.my/id/eprint/53758/1/Relationship%20between%20Self-Regulated%20Learning%20and%20Academic.pdf |
| _version_ | 1848852368584605696 |
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| author | Yap, Li San Roslan, Samsilah Sabouripour, Fatemeh |
| author_facet | Yap, Li San Roslan, Samsilah Sabouripour, Fatemeh |
| author_sort | Yap, Li San |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This study aims to investigate the relationship between the components of motivation in self-regulated learning as well as the components of learning strategies in self-regulated learning and academic procrastination. Academic procrastination creates problems for undergraduates such as stress and poor academic performance which should be investigated as a serious issue in the educational context. The participants in this study included 100 undergraduates in Universiti Putra Malaysia. The result of a Pearson correlation analysis revealed intrinsic goal orientation, task values, rehearsal, elaboration, meta cognitive self-regulation, resource management strategies, organisation and critical thinking as self-regulated learning components that have significant negative correlations with academic procrastination. In addition, anxiety was found to have a significant positive correlation with academic procrastination. Extrinsic goal orientation and control of learning beliefs were not significantly correlated to academic procrastination. The findings suggested that in order to cope with academic procrastination, an academic procrastinator might consider being a self-regulated learner as most of the components of self-regulated learning indicated a strong relationship with academic procrastination that can be encouraged in order to improve those lacking components of self-regulated learning. Also, to help undergraduates to improve on the components of self-regulated learning that they lack, strategies can be planned by educators to deal with academic procrastination and to increase academic performance. |
| first_indexed | 2025-11-15T10:36:58Z |
| format | Article |
| id | upm-53758 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T10:36:58Z |
| publishDate | 2016 |
| publisher | Science Publications |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-537582018-01-15T10:02:41Z http://psasir.upm.edu.my/id/eprint/53758/ Relationship between self-regulated learning and academic procrastination Yap, Li San Roslan, Samsilah Sabouripour, Fatemeh This study aims to investigate the relationship between the components of motivation in self-regulated learning as well as the components of learning strategies in self-regulated learning and academic procrastination. Academic procrastination creates problems for undergraduates such as stress and poor academic performance which should be investigated as a serious issue in the educational context. The participants in this study included 100 undergraduates in Universiti Putra Malaysia. The result of a Pearson correlation analysis revealed intrinsic goal orientation, task values, rehearsal, elaboration, meta cognitive self-regulation, resource management strategies, organisation and critical thinking as self-regulated learning components that have significant negative correlations with academic procrastination. In addition, anxiety was found to have a significant positive correlation with academic procrastination. Extrinsic goal orientation and control of learning beliefs were not significantly correlated to academic procrastination. The findings suggested that in order to cope with academic procrastination, an academic procrastinator might consider being a self-regulated learner as most of the components of self-regulated learning indicated a strong relationship with academic procrastination that can be encouraged in order to improve those lacking components of self-regulated learning. Also, to help undergraduates to improve on the components of self-regulated learning that they lack, strategies can be planned by educators to deal with academic procrastination and to increase academic performance. Science Publications 2016 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/53758/1/Relationship%20between%20Self-Regulated%20Learning%20and%20Academic.pdf Yap, Li San and Roslan, Samsilah and Sabouripour, Fatemeh (2016) Relationship between self-regulated learning and academic procrastination. American Journal of Applied Sciences, 13 (4). pp. 459-466. ISSN 1546-9239; ESSN: 1554-3641 http://thescipub.com/abstract/10.3844/ajassp.2016.459.466 10.3844/ajassp.2016.459.466 |
| spellingShingle | Yap, Li San Roslan, Samsilah Sabouripour, Fatemeh Relationship between self-regulated learning and academic procrastination |
| title | Relationship between self-regulated learning and academic procrastination |
| title_full | Relationship between self-regulated learning and academic procrastination |
| title_fullStr | Relationship between self-regulated learning and academic procrastination |
| title_full_unstemmed | Relationship between self-regulated learning and academic procrastination |
| title_short | Relationship between self-regulated learning and academic procrastination |
| title_sort | relationship between self-regulated learning and academic procrastination |
| url | http://psasir.upm.edu.my/id/eprint/53758/ http://psasir.upm.edu.my/id/eprint/53758/ http://psasir.upm.edu.my/id/eprint/53758/ http://psasir.upm.edu.my/id/eprint/53758/1/Relationship%20between%20Self-Regulated%20Learning%20and%20Academic.pdf |