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All Journal Bulletin of Counseling and Psychotherapy International Journal of Islamic Educational Psychology
Fajar, Masyhuril
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Self-Regulation as a Mediator Between Learning Motivation and Academic Procrastination in Students Who Are Preparing a Thesis Aulia, Aulia; Septiantika, Dewi Fortuna; Perdana, Daviddefikry Yondra; Azis, Agung Putra; Irawan, Dwi Bagus; Fajar, Masyhuril
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23697

Abstract

Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academic procrastination scale, and the self-regulation scale. The data analysis in this study uses a path analysis technique with the partial least square structural equation model (PLS-SEM). The program or software used to conduct the analysis is SmartPLS 4. The results showed that self-regulation played a mediator between learning motivation and academic procrastination, with a significance value of 0.001 (p<0.05). Coefficient Test -0.242 (p-Value,0.001<0.05). Regulation partially mediates the relationship between learning motivation and academic procrastination. The conclusion of this study states that self-regulation plays an important role in mediating the relationship between learning motivation and academic procrastination in students. In other words, the ability to self-regulate effectively can help students overcome the tendency to delay completing academic assignments.
Self-Regulation as a Mediator Between Learning Motivation and Academic Procrastination in Students Who Are Preparing a Thesis Aulia, Aulia; Septiantika, Dewi Fortuna; Perdana, Daviddefikry Yondra; Azis, Agung Putra; Irawan, Dwi Bagus; Fajar, Masyhuril
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23697

Abstract

Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academic procrastination scale, and the self-regulation scale. The data analysis in this study uses a path analysis technique with the partial least square structural equation model (PLS-SEM). The program or software used to conduct the analysis is SmartPLS 4. The results showed that self-regulation played a mediator between learning motivation and academic procrastination, with a significance value of 0.001 (p<0.05). Coefficient Test -0.242 (p-Value,0.001<0.05). Regulation partially mediates the relationship between learning motivation and academic procrastination. The conclusion of this study states that self-regulation plays an important role in mediating the relationship between learning motivation and academic procrastination in students. In other words, the ability to self-regulate effectively can help students overcome the tendency to delay completing academic assignments.
Mathematics Learning Anxiety Among Senior High School Students: A Qualitative Case Study Yuzarion, Yuzarion; Arsini, Yenti; Fajar, Masyhuril; Yusutria, Yusutria; Prasetya, Akhmad Fajar; Febriana, Rina
Bulletin of Counseling and Psychotherapy Vol. 8 No. 1 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026081754000

Abstract

Mathematics learning anxiety is a prevalent issue among high school students that can adversely affect academic performance and psychological well-being. Despite extensive quantitative research, little is known about the lived experiences and psychospiritual dimensions of students facing mathematics anxiety, particularly within Islamic educational settings. This qualitative case study explores the determinants of mathematics learning anxiety among students at Senior High School (SMA) Muhammadiyah Yogyakarta, Indonesia. Participants were purposively selected based on active enrollment, observable signs of mathematics anxiety, and willingness to provide informed consent. Data were collected through observation, semi-structured interviews, and document analysis, then analyzed thematically. Findings indicate that students experience psychosomatic symptoms, cognitive difficulties, altered learning behavior, and neurophysiological disturbances. Contributing factors include low self-efficacy, poor concentration, fear of failure, and the perception of mathematics as inherently difficult. Anxiety manifested during lessons and assessments, negatively influencing problem-solving, conceptual understanding, and overall academic achievement. This study highlights the need for holistic support strategies in schools that address both psychological and psychospiritual well-being, integrating educational and Islamic principles to reduce mathematics learning anxiety and enhance student outcomes.
Co-Authors Arsini, Yenti Aulia Aulia Azis, Agung Putra Irawan, Dwi Bagus Perdana, Daviddefikry Yondra Prasetya, Akhmad Fajar Rina Febriana Septiantika, Dewi Fortuna Yusutria Yusutria Yuzarion, Yuzarion