The role of self-esteem and self-regulation on academic procrastination Students: A review study

Mina Zarezadeh¹ Seyed Mehdi Ali Askari²

1) Bachelor of Educational Sciences, Educational Management, Yazd University, Iran
2) Undergraduate student, Islamic Azad University, Yazd Branch, Iran

IOI Code : XEBH-GHDDK
Publication : 2nd National Conference on Clinical Psychology of Children and Adolescents(cpcauma2.ir)
Abstract :
    Procrastination is one of the most common problems in many people, which is problematic for students, especially during school, and has negative and irreparable consequences. Academic procrastination is the most common type of procrastination among students, which has negative effects on students learning and academic performance. Procrastination is the lack of self-regulatory action and behavioral tendency to delay what is necessary to achieve the goal and is an anti-motivational process resulting from a lack of desire and satisfaction to do something. The aim of this study was to review the role of self-esteem and self-regulation on students academic procrastination. This research is descriptive and the collection method is library type and in this research, internal and external related articles related to the subject, which had a suitable sample size and statistical analysis, have been used. Studies from previous studies have shown that self-regulation and self-esteem play an important role in students procrastination. This means that self-regulation and self-esteem had a negative and significant relationship with academic procrastination. This means that as student self-esteem and self-regulation increase, procrastination decreases. Therefore, teaching self-regulatory strategies and increasing self-esteem in students can play an effective role in reducing their procrastination.

Keywords : self regulation self esteem academic procrastination