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Papers on “procrastination academic self-regulation”

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1. Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students

   Antonio Ragusa, J. González-Bernal, R. Trigueros, et al. · 2023 · Frontiers in Psychology · 98 cites

   Introduction One of the biggest challenges facing students today is procrastination, which is closely related to stress, anxiety and, in the most severe cases, depression. The aim of the present study is to analyze the influence of academic self-regulation on procrastination, academic anxiety and stress, academic resilience and academic performance. Method The sample consisted of 991 high school students aged between 16 and 19 years (M = 17.25; SD = 3.45). A structural equation model was used to analyze the relationship between the study variables. Results Analyzes showed that academic self-regulation negatively predicted procrastination. In turn, procrastination positively predicted academi

2. The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation

   Niklas Ziegler, Marie-Christine Opdenakker · 2018 · Learning and Individual Differences · 86 cites

3. Reasons of Academic Procrastination: Self-regulation, Academic Self-efficacy, Life Satisfaction and Demographics Variables

   Mehmet Kandemir · 2014 · Procedia - Social and Behavioral Sciences · 53 cites

4. Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties

   Hamidreza Farhadi Rad, Shima Bordbar, Jamshid Bahmaei, et al. · 2025 · Scientific Reports · 47 cites

   Academic procrastination is one of the major factors that can be a serious obstacle for students to achieve academic progress and success. This research aimed to investigate and predict academic procrastination based on academic self-efficacy and emotional regulation difficulties of students of one of the medical sciences universities in southern Iran in 2024. This descriptive-analytical cross-sectional study was conducted on 290 students of different fields in the south of Iran between January and April 2024. Data was collected using standard questionnaires of academic procrastination, academic self-efficacy, and difficulty in emotional regulation. Descriptive statistics, t-test, ANOVA, Pea

5. Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations

   Rafael Valenzuela, Nuria Codina, I. Castillo, et al. · 2020 · Frontiers in Psychology · 42 cites

   Students’ autonomous self-regulation requires not only self-motivation but also volition or transforming motivation into specific behavioral intentions and following through. Self-regulation includes self-motivation (i.e., goal setting, learning from mistakes) and volitional regulation (i.e., strategic decision making). Furthermore, individual differences, like trait-level perseverance, significantly influence both motivation and volition. Procrastination has been defined as a volitional self-regulation problem, which involves delaying what one had intended to do, in spite of being motivated, and regardless of anticipating adverse consequences. Thus, it is a tendency toward dysregulated beha

6. Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City

   Setareh Ebadi, Reza Shakoorzadeh · 2015 · International Education Studies · 19 cites

7. Determination of Predictive Relationships between Problematic Smartphone use, Self-regulation, Academic Procrastination and Academic Stress through Modelling

   Tuncay Akınci · 2021 · International Journal of Progressive Education · 18 cites

8. You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination

   Bayram Berkay Mumcu, A. Çebi · 2025 · International Journal of Educational Technology in Higher Education · 16 cites

   The utilization of learning management systems has become pervasive in online learning processes within higher education, thereby underscoring the significance of students’ capacity to manage their learning processes effectively. Nevertheless, deficiencies in students’ self-regulation skills in online learning environments give rise to significant challenges, including poor time management and procrastination. This study aims to examine the effects of push notifications via mobile devices on students’ self-regulation, engagement, and academic procrastination behaviors. The study was a quasi-experimental intervention with 53 students enrolled at a state university. The intervention involved t