Pengaruh Self-regulated Learning dan Dukungan Sosial Teman Sebaya Terhadap Prokrastinasi Akademik Mahasiswa Pendidikan Ekonomi Fakultas Ekonomi dan Bisnis Universitas Negeri Padang

Abstract

Academic procrastination refers to the tendency to delay the completion of academic tasks, which may hinder students’ learning achievement and academic goals. This study aims to examine the effect of Self-Regulated Learning and Peer Social Support on Academic Procrastination among students of the Economic Education Study Program, Faculty of Economics and Business, Universitas Negeri Padang. This study employed a quantitative approach using a survey method. The population consisted of active students of the Economic Education Study Program, Faculty of Economics and Business, Universitas Negeri Padang, with a sample of 82 students selected using the Simple Random Sampling technique. Data were collected through questionnaires and analyzed using multiple linear regression. The results indicate that Self-Regulated Learning has a negative and significant effect on Academic Procrastination, whereas Peer Social Support has no significant effect on Academic Procrastination. Simultaneously, Self-Regulated Learning and Peer Social Support have a significant effect on Academic Procrastination. The two variables account for 7.8% of the variance in Academic Procrastination, while the remaining 92.2% is explained by other factors outside the research model. These findings indicate that strengthening students’ Self-Regulated Learning, particularly in time management, priority setting, and learning process regulation, is an important aspect in reducing Academic Procrastination.