Modeling Self-Regulated Learning: The mediating role in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students

Abstract

Introduction. Inability to self-regulate learning is likely to be an indication of internet/mobile phone use. When students have low self-regulation, this may negatively predict problematic smartphone use. Additionally, problematic smartphone use could be a predictor of academic procrastination. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students. Method. For the purpose of this study, quantitative survey research was employed. The independent variable is AP, PSU is the dependent variable and SRL is the moderating variable. 228 students from the four schools were selected. They were all in third year. They aged 14-15 years. Results. Self-regulated learning correlates negatively with academic procrastination, and smartphone addiction. On the other hand, self-regulated learning was found to be positively correlated with Problematic Smartphone Use. This study found that academic procrastination predicted negatively self-regulated learning. SLR predicted AP. Discussion and Conclusion. The results of this study raised our awareness of the mediating role of self-regulated learning in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled student.