Predicting Academic Procrastination during Self-Regulated Learning in Iranian first Grade High School Students

AbstractProblem StatementProcrastination is a common phenomenon, that is mainly observed in school settings. Recognized as a self regulatory failure; procrastination is believed to adversely affect students’ academic achievements. Research exploring the relationship between self-regulated learning and procrastination is lacking.Purpose of StudyIn the current study, the role of self-regulated learning strategies as a predictors of academic procrastination was assessed. Furthermore the relationship between gender differences in academic procrastination and self-regulated learning was examined.Research MethodsTwo hundred and fifty (121 females, 129 males) Iranian first grade high school students completed “The Motivated Strategies For Learning questionnaire” and “Procrastination Assessment Scale-Student”.FindingsMultiple regression results indicated that academic procrastination was negatively correlated with Intrinsic Goal Orientation, Extrinsic Goal Orientation, Metacognitive Self-Regulation, Time/Study Environmental Management and Effort Regulation. Furthermore Organization was the positive predictor of academic procrastination. Finally independent t-test revealed no significant differences across genders in academic procrastination. Manova test showed that female students used rehearsal, effort regulation and peer learning Strategies significantly more than male students.ConclusionsFindings are discussed with regard to prior research on self-regulated learning and procrastination and to future research. Finally strategies to overcome procrastination through self-regulated learning are suggested