Self Regulated Learning, Academic Interest in Learning, and Academic Procrastination of Psychology Freshman

Abstract

Students with self-regulated learning and low interest in learning often procrastinate their academic assignments. This study aimed to discover the effect of self-regulated learning and interest in learning on the procrastination of freshmen in the Psychology Department. The participants in this study were 110 students. The data analysis technique we employed is the multiple linear regression test. This study indicated that self-regulated learning and interest in learning concurrently affect the procrastination habit of freshmen in the Psychology Department. Notwithstanding, an unusually significant interest in learning affects the academic procrastination habit in freshmen.