The Relationship between Self-Regulated Learning and Self-Efficacy Academic on Academic

Annisa Dwi Kartika; Ros Patriani Dewi; Maghfira Nur Aziza; Ratna Sesotya Wedadjati

doi:10.55927/mudima.v4i9.11573

Authors

Annisa Dwi Kartika Mercu Buana University Yogyakarta
Ros Patriani Dewi Mercu Buana University Yogyakarta
Maghfira Nur Aziza Mercu Buana University Yogyakarta
Ratna Sesotya Wedadjati Sekolah Tinggi Pembangunan Masyarakat Desa "APMD" Yogyakarta

DOI:

https://doi.org/10.55927/mudima.v4i9.11573

Keywords:

Academic Procrastination, Self-Regulated Learning, Academic

Abstract

This research aims to determine: 1) the relationship between self-regulated learning and academic procrastination in students; 2) the relationship between academic self-efficacy and academic procrastination among students; 3) the relationship between self-regulated learning and academic self-efficacy on academic procrastination in students. The subjects in this research were 93 students at Mercu Buana University, Yogyakarta. Data collection used the Academic Procrastination Scale-Short Form (APS-S), Self Regulated Learning Scale (SRLS), The Academic Self-Efficacy Scale (TASES). The data analysis method uses simple linear regression analysis and multiple linear regression. The research results show that: 1) there is a negative relationship between self-regulated learning and academic procrastination in students, with a correlation value of -0.258 and a p value of 0.012 (p<0.05); 2) there is a negative relationship between academic self-efficacy and academic procrastination in students, with a correlation value of -0.302, F of 9.123 with a p value of 0.003 (p<0.05); 3) there is a relationship between self-regulated learning and academic self-efficacy with academic procrastination in students, with a correlation value of 0.336 and a p value of 0.005 (p<0.01)

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