Abstract
Goal orientation and self-regulated learning strategies are said to reduce academic procrastination behavior carried out by students. The purpose of this study was to find out the factors that led to academic procrastination in Civil Engineering students who were in practical work and how to overcome them. This study involved 50 Civil Engineering students who were in practical work. Multiple regression analysis is used to test the hypothesis in this study. The results showed that the goal orientation and self-regulated learning had a positive relationship with academic procrastination in students. This means that if the goal orientation and self-regulated are high, academic procrastination will also be high.
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