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All Journal Sosiohumaniora Jurnal EMT KITA IKRA-ITH Humaniora : Jurnal Sosial dan Humaniora Ganaya: Jurnal Ilmu Sosial dan Humaniora IKRA-ITH ABDIMAS JABE (Journal of Applied Business and Economic) Jurnal Ilmiah Psikologi Mind Set Jurnal Abdi Insani BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Indonesian Community Journal Psikologi Kreatif Inovatif International Journal of Social Science, Education, Communication and Economics International Journal of Advanced Multidisciplinary Applied Quantitative Analysis (AQA) International Journal of Economics, Management and Accounting AMMA : Jurnal Pengabdian Masyarakat In Trend: International Journal of Trends in Global Psychological Science and Education Educate : Journal of Education and Learning Dinasti Health and Pharmacy Science
Sovitriana, Rilla
Universitas Persada Indonesia Y.A.I
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Journal : Educate : Journal of Education and Learning

 1 
The Influence Of Self-Regulation And Social Support On Academic Procrastination Among Students Riska Santi Safitri; Vabresty Hareni; Nur Shabrina Octarisa; Rilla Sovitriana
Educate : Journal of Education and Learning Vol. 3 No. 2 (2025): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v3i2.1127

Abstract

This study investigates the influence of self-regulation and social support on academic procrastination among students at one of the private universities in Jakarta. Academic procrastination, defined as the intentional delay of academic tasks despite awareness of negative consequences, is a prevalent issue that undermines student performance, increases stress, and affects well-being. This quantitative research employed a census sampling method, involving 96 students from the Faculty of Education. Data were collected using validated psychometric scales: academic procrastination (14 items, α=0.833), self-regulation (19 items, α=0.839), and social support (18 items, α=0.946). Simple and multiple linear regression analyses, conducted with IBM SPSS Statistics 24, revealed significant results. Self-regulation exhibited a strong negative effect on academic procrastination (t=-7.189, p=0.000<0.05, β=-0.596), indicating that enhanced self-regulatory skills, such as goal-setting and time management, reduce procrastination tendencies. Social support also demonstrated a significant negative effect (t=-2.829, p=0.006<0.05, β=0.280), suggesting that encouragement from family and peers mitigates delay behaviors. Together, self-regulation and social support significantly predicted academic procrastination (F=25.629, p=0.000<0.05), explaining 35.5% of the variance. These findings highlight the critical roles of self-regulation and social support in addressing academic procrastination. Practically, the results advocate for interventions like time management workshops and peer support groups to foster academic productivity. This study contributes to educational psychology by offering evidence-based strategies to reduce procrastination, enhancing student success and well-being in higher education settings.     
Learning Theories In Family Learning Environments Haryanto; Henni Ambarsari; Lidwina Elly Marcyanne Kumala; Rilla Sovitriana
Educate : Journal of Education and Learning Vol. 3 No. 2 (2025): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v3i2.1142

Abstract

Research aims to empower parents to create a strong learning environment right in their own homes. By understanding how we learn, educators and parents can develop effective teaching strategies and boost the overall quality of education. In a nutshell, learning theories are crucial for understanding how children process information and how parents can make learning more effective. Parents can utilize various strategies and techniques, drawing from both general learning theories and specific family learning theories, to improve the quality of their children's learning and academic outcomes within the family setting. This study used a qualitative approach, focusing on school-aged children. It delved into real-life events and phenomena using a descriptive qualitative method, primarily through a literature review of theories in learning and family education. The findings show that learning is a relatively permanent change in behavior or potential behavior, stemming from reinforced experience or practice. Essentially, if someone has truly learned something, they'll be able to demonstrate a change in their behavior
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