<![CDATA[Independent learning requires university students to initiate and sustain academic work without continuous external supervision, yet procrastination remains a common behavioral barrier. Procrastination has often been explained through motivational, personality, and conscious self-regulatory perspectives, whereas the combined contribution of habitual behavioral regulation and deliberate self-control has received less attention, and it is unclear whether self-control explains additional variance once established study habits are considered. This study examined whether study habit strength and self-control predict procrastination during independent learning and whether self-control provides incremental explanatory power. A cross-sectional survey was conducted from January to March 2026 among 240 undergraduate students recruited through purposive sampling across seven faculties at Universitas Negeri Semarang, Indonesia. Hierarchical multiple regression entered age, sex, semester, and daily independent study duration first, followed by study habit strength and then self-control. Both study habit strength (r = −.49) and self-control (r = −.59) correlated negatively with procrastination. Habit strength increased explained variance by 24.0% (ΔR2 = .240), and self-control added a further 18.2% (ΔR2 = .182), so that the final model explained 43.3% of the variance; both remained unique negative predictors (β = −.31 and β = −.46, respectively), whereas the control variables were not significant. These findings distinguish automatic regulation through habit from deliberate regulation through self-control and indicate that the two operate in a complementary way. Programs aimed at reducing procrastination should therefore combine habit formation with support for self-control, although the cross-sectional design precludes causal conclusions.]]>
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