ACADEMIC PROCRASTINATION AND SELF-REGULATED LEARNING AMONG UNIVERSITY STUDENTS
DOI:
https://doi.org/10.37547/Keywords:
academic procrastination; self-regulated learning; university students; self-regulation; time management; metacognitive strategiesAbstract
This study examined the relationship between self-regulated learning (SRL) and academic procrastination among university students. The study involved 30 students aged 18–19 from the English Philology faculty at Uzbekistan State University of World Languages. Data were collected through a 15-item researcher-developed questionnaire using a 5-point Likert scale. Descriptive statistics and Pearson correlation analysis were used to analyze the data. The results showed relatively high levels of self-regulated learning (M = 3.71, SD = 0.80) and moderate levels of academic procrastination (M = 3.09, SD = 0.92). A weak negative correlation was found between SRL and academic procrastination, but it was not statistically significant, r(28) = −.12, p = .53. None of the examined SRL components showed a statistically significant relationship with procrastination. These findings suggest that further research with larger samples is needed to better understand the relationship between SRL and academic procrastination.
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