SELF-REGULATED LEARNING DAN KECERDASAN EMOSI SEBAGAI PREDIKTOR PROKRASTINASI AKADEMIK

This study aims to determine the contribution of self-regulated learning and emotional intelligence that influencing academic procrastination. Academic procrastination is a behavior delaying work related to academic tasks. From taking notes, doing assignments, to collecting academic assignments. Procrastination is influenced by various things, including factors from within a person. These internal factors such as the ability to self-regulate in learning and one's emotional intelligence. This research uses quantitative methods. The subjects of this study were students of the psychology faculty at private universities in Malang. The sample was taken by using stratified random sampling technique. Furthermore, data collection was carried out using a Likert scale for the variables of self-regulated learning, emotional intelligence and academic procrastination. The data obtained were analyzed using multiple regression techniques. The results of the study of 236 subjects, it was found that self-regulated learning and emotional intelligence together affect academic procrastination, with F = 61, 739 (p <0.001). Partially, the self-regulated learning variable affected academic procrastination t = - 4.711 (p <0.001) and the emotional intelligence variable influenced academic procrastination t = - 6.379 (p <0.001). This means that emotional intelligence has more effect on academic procrastination when compared to self regulated learning. In addition, this study shows that SRL is not a moderating variable between emotional intelligence and academic procrastination, even though SRL and procrastination have a relationship of r = 0.498 (p