The Relationship Between Self-Efficacy and Academic Procrastination Among Student Activists at Muhammadiyah and Aisyiyah Higher Education Institutions in The DIY Region

Abstract

Academic procrastination is a persistent problem among university students, particularly student activists who must balance academic duties with organizational responsibilities. Self-efficacy may determine students’ confidence, persistence, and ability to complete academic tasks despite competing demands. This study examined the relationship between self-efficacy and academic procrastination among student activists at Muhammadiyah and Aisyiyah higher education institutions in the Special Region of Yogyakarta. A quantitative correlational design was employed involving 327 student activists selected through purposive sampling from an estimated population of 1,800 students. Data were collected using a 26-item self-efficacy scale based on the dimensions of level, strength, and generality and a 25-item academic procrastination scale covering task delay, lateness, time discrepancy, and preference for enjoyable activities. The instruments demonstrated acceptable reliability, with a Cronbach’s alpha coefficient of 0.651. Data were analyzed using Pearson’s product-moment correlation in SPSS version 17.0. The results revealed a significant negative relationship between self-efficacy and academic procrastination (r = −0.606; p < 0.001). Self-efficacy contributed 36.72% to variations in academic procrastination, while other factors explained 63.28%. These findings indicate that stronger self-efficacy is associated with lower academic procrastination. Universities should therefore strengthen students’ confidence, persistence, and task-management abilities through counseling and academic development programs.