Academic Procrastination and Self-Regulation Among College Students

Abstract

Undergraduate students are expected to face demands of academic and environmental changes. This group is vulnerable to adopt maladaptive methods to overcome temporarily and regulate themselves in this period of transition. The purpose of the study was to examine the relationship between Academic Procrastination and Self-Regulation among 2nd and 4th year undergraduate students pursuing traditional fields of engineering, medicine and the contemporary field of design/ fine arts. The current study was conducted on a sample of 430, 2nd and 4th year undergraduate students pursuing engineering, medicine and design/ fine arts. The Academic Procrastination Scale (McCloskey, 2011) was administered to measure academic procrastination levels. The Self-Regulation Questionnaire (Miller & Brown, 1999) was administered to assess various self-regulatory processes through self-report. Results of the t-test showed no significant difference in the levels among the total sample of undergraduates between men and women. Results of ANOVA showed a significant difference in the levels among the total sample of undergraduates based on the streams. There is also a significant difference in the levels of the variables among the 4th year students and also present in 2nd year students based on streams. Correlational analysis showed a significant negative relationship between Academic Procrastination and Self-Regulation.