Publish Date
30 Nov -0001
<![CDATA[Abstract. Academic procrastination remains one of the most common problems experienced by university students and is associated with decreased academic performance and psychological well-being. Academic stress has been identified as one of the factors contributing to procrastination, while self-regulation is considered an important mechanism that may explain this relationship. This study aimed to examine the mediating role of self-regulation in the relationship between academic stress and academic procrastination among university students in Bandung. A quantitative correlational design was employed involving 128 active undergraduate students selected through convenience sampling. Data were collected using the Student-Life Stress Inventory (SLSI), Academic Self-Regulated Learning Questionnaire (ASLQ), and Multidimensional Academic Procrastination Scale (MAPS-15). Data were analyzed using descriptive statistics, regression analysis, and mediation analysis with JASP. The findings showed that academic stress significantly and positively predicted academic procrastination (β = 0.147; p < 0.001). However, self-regulation did not significantly mediate the relationship between academic stress and academic procrastination (β = 0.008; p = 0.248). The overall model explained 29.8% of the variance in academic procrastination. These findings indicate that academic stress influences academic procrastination directly rather than indirectly through self-regulation. Abstrak. Prokrastinasi akademik masih menjadi salah satu permasalahan yang sering dialami mahasiswa dan berdampak terhadap penurunan performa akademik maupun kesejahteraan psikologis. Salah satu faktor yang diduga memengaruhi munculnya prokrastinasi akademik adalah stres akademik, sedangkan regulasi diri diperkirakan berperan sebagai mekanisme yang menjelaskan hubungan tersebut. Penelitian ini bertujuan menguji peran regulasi diri sebagai mediator dalam pengaruh stres akademik terhadap prokrastinasi akademik pada mahasiswa di Kota Bandung. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional terhadap 128 mahasiswa aktif yang dipilih menggunakan teknik convenience sampling. Data dikumpulkan menggunakan Student-Life Stress Inventory (SLSI), Academic Self-Regulated Learning Questionnaire (ASLQ), dan Multidimensional Academic Procrastination Scale (MAPS-15). Analisis dilakukan menggunakan statistik deskriptif, analisis regresi, dan uji mediasi melalui perangkat lunak JASP. Hasil penelitian menunjukkan bahwa stres akademik berpengaruh positif secara signifikan terhadap prokrastinasi akademik (β = 0,147; p < 0,001). Namun, regulasi diri tidak terbukti memediasi hubungan tersebut (β = 0,008; p = 0,248). Model penelitian menjelaskan 29,8% variasi prokrastinasi akademik. Temuan ini menunjukkan bahwa stres akademik meningkatkan prokrastinasi akademik secara langsung, bukan melalui penurunan regulasi diri]]>
Copyrights © 0000
