SELF-REGULATION OF LEARNING AND ACADEMIC PROCRASTINATION IN COLLEGE STUDENTS

Abstract

Students areable to self-regulate their learning, in the other words, monitor, regulate and control their cognition, motivation and behavior oriented by their learning goals. However, some students procrastinate their academic tasks, this way affecting their learning and academic achievement. Academic procrastination has been characterized by the postponement of non-strategic actions, resulting from dysfunction in the process of self-regulation. The current study aimed at analyzing the relations between self-regulation learning and academic procrastination. The sample was comprised by 663 students, between 18 and 56 years, who agreed to participate. The results show that students can self-regulate their learning from a few to many times, and also had rates of procrastination from a few to several times. There was found a negative and significant correlation between academic procrastination and self-regulation  earning.