The Effectiveness of Teaching Self-Regulated Learning Strategies on Academic Procrastination and Its Components

Subject Areas : Strategic Management Researches

Fatemeh alsadat  Razeghi ¹ (PhD Student in Educational Psychology, Faculty of Psychology, Qom Branch, Islamic Azad University, Qom, Iran)
Hassan  Mirzahosseini ² (: Assistant Professor, Psychology, Department of Clinical Psychology, Qom Branch, Islamic Azad University, Qom, Iran; (Author))
Majid  Majid Zargham Hajebi ³ (Assistant Professor, Psychology, Department of Educational Psychology, Qom Branch, Islamic Azad University, Qom, Iran)

Received: 2019-12-02 Accepted : 2020-01-27 Published : 2020-03-10

Keywords: Cognitive strategies, Academic Procrastination, Meta-Cognitive Strategies, self-regulated learning strategies,

Abstract :

Academic procrastination is a common phenomenon among college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and the main goal is to investigate the effectiveness of ‘self-regulation learning strategies training’ on reducing academic procrastination and its components in graduate students. The researcher's hypothesis was a positive predictor of this effectiveness. In terms of method, the research was a quasi-experimental with a pretest-posttest design with a control group. The population consisted of all postgraduate students in the University of Science and Research in the second semester in 2018-2019. Based on cluster sampling, 30 subjects were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of self-regulated learning strategies (8 sessions of 120 minutes). Solomon and Rothblum academic procrastination scale (1984) and Pentrich self-regulation learning strategies (2003) were used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of self-regulation learning strategies training on academic procrastination and its components in graduate students and participants of the experimental group in comparison with the control group, in posttest had a significantly less academic procrastination (P<0.01). So, we can conclude that self-regulation learning strategy training has a significant effectiveness on decreasing the academic procrastination of graduate students, they can overcome exam and homework procrastination. They can also allocate important time and resources to accomplish a scientific project and reduce their procrastination.

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