The Underpinning Mechanism between Patience and Academic Procrastination: The Mediating Role of Self-Regulated Learning among Undergraduate Students
Keywords:
Patience, Procrastination, Self-regulated learning, Undergraduate
Abstract
Procrastination is a prevalent phenomenon in academic contexts. During online learning, the problem of postponing may become more prone to occur. Previous studies have shown that self-regulated learning has a robust effect on procrastination. However, researchers rarely consider the link between patience, self-regulated learning, and procrastination. This study investigated the role of patience and self-regulated learning on academic procrastination. We propose a mediation model that self-regulation would mediate the relationship between patience and procrastination. A total of 290 undergraduate students from a private university in Yogyakarta, Indonesia, enrolled in this study. There were 103 males and 187 females aged 17-24 (M=19.5 years). We collected the data by administering patience, self-regulated learning, and academic procrastination questionnaires. The result showed that patience, self-regulated learning, and procrastination were correlated significantly. Bivariate correlation showed patience positively and significantly associated with all self-regulated learning subscales: goal-setting, environmental structuring, time-management, help-seeking, self-evaluation, and task strategies. Furthermore, mediation analysis gives evidence that patience indirectly affects procrastination via student self-regulated learning. Only goal setting and time management could mediate the relationship between patience and academic procrastination at the specific indirect level. These findings highlight the role of patience in strengthening self-regulation and explain the underpinning mechanism between patience and procrastination.
References
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He, Q., Wu, M., Wu, W., & Fu, J. (2021). The effect of abusive supervision on employees' work procrastination behavior. Frontiers in Psychology, 12, 113. https://doi.org/10.3389/fpsyg.2021.596704
Hen, M., & Goroshit, M. (2018). General and life-domain procrastination in highly educated adults in Israel. Frontiers in Psychology, 9, 1173. https://doi.org/10.3389/fpsyg.2018.01173
Hong, J. C., Lee, Y. F., & Ye, J. H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 174, 110673. https://doi.org/10.1016/j.paid.2021.110673
Khormaei, F., Farmani, A., & Yazdani, F. (2017). Predicting self-control on the basis of patience and its components among high school students. Practice in Clinical Psychology, 5(1), 11–16. https://doi.org/10.18869/acadpub.jpcp.5.1.11
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Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82(2015), 26–33. https://doi.org/10.1016/j.paid.2015.02.038
Klassen, R. M., Ang, R. P., Krawchuk, L. L., Huan, V. S., Wong, I. Y. F., & Yeo, L. S. (2009). A cross-cultural study of adolescent procrastination. Journal of Research on Adolescence, 19(4), 799–811.
Klingsieck, K. B. (2013). Procrastination. European Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/a000138
Lemay, D. J., Bazelais, P., & Doleck, T. (2021). Transition to online learning during the COVID-19 pandemic. Computers in Human Behavior Reports, 4, 100130. https://doi.org/10.1016/j.chbr.2021.100130
Levy, Y., & Ramim, M. M. (2012). A study of online exams procrastination using data analytics techniques. Interdisciplinary Journal of E-Learning and Learning Objects, 8, 97–113. https://doi.org/10.28945/1730
Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020a). Examining procrastination among university students through the lens of the self-regulated learning model. Behavioral Sciences, 10(12), 1–10. https://doi.org/10.3390/bs10120184
Lu, D., He, Y., & Tan, Y. (2022). Gender, socioeconomic status, cultural influences, and procrastination: The role of internet and social media addiction. Personality and Individual Differences, 193, 111549. https://doi.org/10.1016/j.paid.2022.111549
Ma, M., Li, M., Wang, Q., Qiu, A., & Wang, T. (2022). Online self-regulated learning and academic procrastination: A moderated mediation model. Psychology in the Schools, 59(9), 1856–1872. https://doi.org/10.1002/pits.22730
Melgaard, J., Monir, R., Lasrado, L. A., & Fagerstrøm, A. (2022). Academic procrastination and online learning during the COVID-19 pandemic. Procedia Computer Science, 196(2022), 117–124. https://doi.org/10.1016/J.PROCS.2021.11.080
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers and Education, 56(1), 243–252. https://doi.org/10.1016/j.compedu.2010.07.025
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Fur Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/S11618-021-01002-X/FIGURES/3
Poorthuis, A. M. G., & Dijk, A. van. (2020). Online study-aids to stimulate effective learning in an undergraduate psychological assessment course. Psychology Learning and Teaching. https://doi.org/10.1177/1475725720964761
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879
Rebetez, M. M. L., Rochat, L., Barsics, C., & Van der Linden, M. (2018). Procrastination as a self-regulation failure: The role of impulsivity and intrusive thoughts. Psychological Reports, 121(1), 26–41. https://doi.org/10.1177/0033294117720695
Reuben, E., Sapienza, P., & Zingales, L. (2015). Procrastination and impatience. Journal of Behavioral and Experimental Economics, 58, 63–76. https://doi.org/10.1016/J.SOCEC.2015.07.005
Rozi, F., & Prasasti, A. (2021). Kesabaran sebagai nilai kebajikan dan efeknya terhadap resiliensi: Peranan moderasi dari disposisi harapan. Jurnal Psikologi Sosial, 19(1), 49–58. https://doi.org/10.7454/jps.2021.06
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Published
2025-01-01
How to Cite
Wijaya, H., Laili, L., & Anshory, A. (2025). The Underpinning Mechanism between Patience and Academic Procrastination: The Mediating Role of Self-Regulated Learning among Undergraduate Students. Jurnal Kajian Peradaban Islam, 8(1), 36-45. https://doi.org/https://doi.org/10.47076/jkpis.v8i1.319
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Islamic Education, Culture, and Social Interaction
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