The Mediating Role of Metacognitive Self-Regulation on Student Procrastination and Academic Performance

Hariz Enggar Wijaya

2018

Abstract

The current study intends to investigate the link between procrastination, academic performance, and metacognitive self-regulation, as well as the mediation role of metacognitive self-regulation between procrastination and academic performance. There were 199 undergraduate students of psychology participated in this study. They were administered metacognitive self-regulation scale, pure procrastination scale, and also reported their recent Grade Point Average (GPA). Results indicate that procrastination correlated significantly and negatively with metacognitive self-regulation. In line with that, metacognitive self-regulation has a positive and significant association with GPA. Furthermore, metacognitive self-regulation fully mediated the link between procrastination and GPA.

Paper Citation

in Harvard Style

Wijaya H. (2018). The Mediating Role of Metacognitive Self-Regulation on Student Procrastination and Academic Performance.In Proceedings of the 2nd International Conference on Learning Innovation - Volume 1: ICLI, ISBN 978-989-758-391-9, pages 57-62. DOI: 10.5220/0008407700570062

in Bibtex Style

@conference{icli18,
author={Hariz Enggar Wijaya},
title={The Mediating Role of Metacognitive Self-Regulation on Student Procrastination and Academic Performance},
booktitle={Proceedings of the 2nd International Conference on Learning Innovation - Volume 1: ICLI,},
year={2018},
pages={57-62},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0008407700570062},
isbn={978-989-758-391-9},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 2nd International Conference on Learning Innovation - Volume 1: ICLI,
TI - The Mediating Role of Metacognitive Self-Regulation on Student Procrastination and Academic Performance
SN - 978-989-758-391-9
AU - Wijaya H.
PY - 2018
SP - 57
EP - 62
DO - 10.5220/0008407700570062