The Influence of Self-Regulated Learning and Self-Efficacy on Academic Procrastination of Activist Students

Abstract

Academic procrastination remains a common challenge among university students, particularly those who must balance academic responsibilities with active participation in student organizations. This study aimed to examine the influence of self-regulated learning and self-efficacy on academic procrastination among activist students in the Department of Islamic Education at Universitas Ahmad Dahlan. A quantitative correlational design was employed involving 77 activist students selected through purposive sampling. Data were collected using self-regulated learning, self-efficacy, and academic procrastination scales and analyzed using simple and multiple linear regression with SPSS 25. The results indicated that self-regulated learning had a significant negative effect on academic procrastination (β = -0.612; t = -4.166; p < 0.001) and contributed 18.8% of the variance. Self-efficacy also showed a significant negative effect (β = -0.714; t = -4.634; p < 0.001), contributing 22.3% of the variance. Simultaneously, self-regulated learning and self-efficacy significantly predicted academic procrastination (F = 11.935; p < 0.001), explaining 24.4% of the variance. These findings suggest that strengthening students’ ability to regulate their learning and enhancing confidence in their academic capabilities may help reduce procrastination tendencies, particularly among students actively involved in organizational activities.