<![CDATA[This study aims to determine the effect of self-regulation on academic procrastination among Grade X students at SMA Negeri 1 Kradenan. The study employs a quantitative approach with a descriptive-correlational design. The population consists of all 376 Grade X students at SMA Negeri 1 Kradenan; a total sampling technique was used, meaning the entire population served as the research sample. Data were collected using a self-regulation scale based on Bandura's theory and an academic procrastination scale adapted from the Pure Procrastination Scale. Data analysis involved normality tests, linearity tests, and simple linear regression analysis using IBM SPSS Statistics software. The results indicate that self-regulation has a significant negative effect on academic procrastination, with a significance value of 0.000 and a regression coefficient of -0.430. Self-regulation contributes 34.8 percent to students' academic procrastination, while the remainder is influenced by factors outside the variables studied. It can be concluded that higher levels of student self-regulation are associated with a lower tendency to procrastinate on academic tasks. These findings are expected to serve as a reference for guidance and counseling teachers in designing appropriate services to help students improve their self-regulation skills.]]>
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