Self-Regulation, Self-Efficacy, And Academic Procrastination

Abstract

Academic procrastination's costly psychological and educational effects present significant challenges in educational settings at various levels. The relationships between academic procrastination, self-regulation, and self-efficacy were revealed in this study among female students of the College of Arts and Sciences at the Northern Border University. Using hierarchical regression analysis, the mean age varied from 18.8 to 3.27 SD. The research demonstrated that the study variables of self-efficacy and certain self-regulation factors predict academic procrastination, as evidenced by strong reliability measures (Cronbach's alpha: 0.85-0.71). The model (self-efficacy, time management, self-motivation) accounts for 55% of the variance in procrastination. Illuminating the intricate psychological mechanisms that underlie academic delay. The findings indicate that academic procrastination can be effectively mitigated through targeted interventions that emphasize the development of self-efficacy, self-regulation skills, and time management strategies.