THE EFFECTIVENESS OF SELF-REGULATED LEARNING MODEL ON ACADEMICPROCRASTINATION OF COLLEGE STUDENTS

Abstract

Academic procrastination is a widespread challenge in higher education. Drawing on the context of undergraduate learning in China, this study aimed to: (1) examine the definition and components of academic procrastination among college students; (2) develop a Self-Regulated Learning (SRL) model to reduce academic procrastination; and (3) evaluate the effectiveness of the SRL model in reducing academic procrastination among undergraduates. The study was grounded in social cognitive theory and self-regulated learning theory. Participants were first-year undergraduates from Guangdong University of Science and Technology. Research instruments included semi-structured interview protocols, an academic procrastination questionnaire, and the SRL intervention model. Data were analyzed using repeated measures ANOVA. In the main phase, 90 students were randomly assigned to either the experimental group (n = 45) or the control group (n = 45). The experimental group received the SRL intervention, while the control group did not. The results revealed that: (1) academic procrastination among college students comprised six components—fear of failure, indecision, task aversiveness, resistance to control, dependency, and risk-taking; (2) the SRL model was structured around three phases—forethought, performance, and self-reflection—and implemented through systematic lesson plans; and (3) the SRL model significantly reduced students’ academic procrastination, with improvements maintained at the one-month follow-up. Specifically: (3.1) post-intervention and follow-up scores were significantly lower than pre-intervention scores at the .01 level, and (3.2) the experimental group scored significantly lower than the control group at both time points at the .01 level.

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