Does Self-regulated Learning Have Relationship with Academic
Procrastination?: Study on Middle School Students in Surabaya’s
Coastal Area
Widjajaning Budi, Dessy Nur Utami and Andi Maulida Rahmania
Faculty of Psychology, Hang Tuah University, Arif Rahman Hakim 150, Surabaya, Indonesia
Keywords: academic procrastination, self-regulated learning, coastal area
Abstract: This study aimed to describe academic procrastination and self-regulated learning in middle school students
in Coastal Area and also to determine relationship between self-regulated learning and academic
procrastination among middle school student in coastal area. The subjects of this research consisted of 194
students from two private schools in coastal area, the Bulak sub-district, Surabaya, Indonesia. Research data
analysis was done using the descriptive statistic method and product moment correlation technique using the
SPSS 16.0 for windows program. Result of descriptive statistic analysis showed that most private middle
school students in the coastal area had moderate academic procrastination level. The other result said that
half of the students in the coastal area had high self-regulated learning level and the other half had moderate
self-regulated learning level. Result of product moment correlation analysis showed that there was a
significant negative correlation between self-regulated learning and academic procrastination in private
middle school students in the coastal area. Discussion in this study highlighted some of recommendations
that can be considered by later researcher about academic procrastination in students in coastal area.
1 INTRODUCTION
Middle school is an important stage of education
because in this stage the students are entering
adolescence, with age ranging from 12 to 14 years
old. Adolescence is a transitional phase between
childhood and adulthood. This transitional phase
could cause stress for adolescence because of the
many changes they experience individually, family
wise and in school (Santrock, 2007). In this period,
adolescence experience big and essential changes
concerning their psychological maturity, like
cognitive, emotional, and moral aspects.
Furthermore, the emotional development aspect
of adolescents is also improved, adolescents are
easier to be influenced by the environment’s socio-
emotional conditions, particularly families and
peers. On the other hand, adolescents also
experience changes in their moral development. This
encourages adolescents to have a feeling of
responsibility to finish their academic tasks.
However, in undertaking their academic
responsibilities, they often experience problems, so
they tend to postpone finishing their academic tasks
(Santrock, 2007).
Academic procrastination can be defined as the
tendencies to (1) always or almost always delay
academic assignments (2) always or almost always
experience anxiety concerning the procrastination
they do (Solomon, Rothblum & Murakami, 1986).
Academic procrastination is form of procrastination
done by students that restricted to tasks and
activities related for learning and studying (Steel,
2016). Academic procrastination includes delays in
academic tasks such as (1) writing final exams, (2)
studying for exams, (3) fulfilling weekly
assignments, such as reading or other tasks, (4)
administrative tasks, such as filling out forms,
registering classes and receiving identification cards,
(5) attendance assignment, such as meeting with a
supervisor or professor and (6) general school
activities, such as going to school or going to class
(Solomon and Rothblum, 1984).
A metaanalysis study about procrastination
stated that age was negatively related to
procrastination which procrastinator more likely to
be found in a younger age group (van Eerde,2003).
Ozer also stated that graduate students claimed to be
330
Budi, W., Utami, D. and Rahmania, A.
Does Self-regulated Learning Have Relationship with Academic Procrastination?: Study on Middle School Students in Surabaya’s Coastal Area.
DOI: 10.5220/0008589003300339
In Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings (ICP-HESOS 2018) - Improving Mental Health and Harmony in
Global Community, pages 330-339
ISBN: 978-989-758-435-0
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

nearly always or always procrastinate on writing
term papers, while undergraduate and high school
students claimed to be nearly always or always
procrastinate on studying for exams (Ozer, 2011)
Another research also stated that college students
report higher procrastination significantly than high
school students both on specific task which are
studying for exams, completing reading assignment
and writing paper an overall procrastination
(Janssen, 2015). One of result study In Indonesia
stated that undergraduate students procrastinate
more often on academic tasks such as study for
exams, completing papers and doing weekly
assignments, those academic tasks have already
done by students in the senior or junior high school,
that result indicate that procrastination in
undergraduate students was manifestation of
procrastination in the previous education level
(Handaru, Lase & Paramita, 2014).
Here are some studies about procrastination in
Indonesia with sthe subject of researchs are junior
high school students. Zakiyah et al. (2010)
conducted a study of the relationship between self-
adjustment and academic procrastination in students
of boarding schools in SMP N 3 Peterongan
Jombang. In the study, Zakiyah et al. (2010) found
that 50.52% of students had academic
procrastination in the low category, 35.05% in the
very low category, 13.4% in the medium category,
1.03% in the high category, and 0 % in the very high
category. The data shows that academic
procrastination of regular VII grade students in SMP
N 3 Peterongan Jombang tends to be low.
Ramadhani (2017) showed that academic
procrastination in 8th grade students of SMP N 1
Sentolo was in the moderate category. Research by
Munawaroh, Alhadi, and Saputra (2017) showed
that 17.2% of students in SMP 9 Yogyakarta had
high academic procrastination, 77.1% had moderate
academic procrastination and 5.7% had low
academic procrastination. Another research by
Tjandra (2012) on 8th grade students in one of
Bandung’s middle school showed that 51.8%
students had high academic procrastination.
Different data was found in VIII class students at
SMP Negeri 1 Kota Mungkit Magelang. Verdiawati
(2012) found that 50% of students had academic
procrastination in the medium category, 45.83% in
the low category, 4.17% in the high category, and
0% in the very low and very high category. Based on
the results of the research by Verdiawati (2012), it
can be concluded that the majority of VIII class
students in SMP Negeri 1 Kota Mungkit Magelang
have moderate academic procrastination.
Another research state that 53% of students
delay to starting work, 53% postpone completing the
task completely, 53% not take into account the
limited time they have, and 52% overall academic
procrastination (Nitami et. al.,2015).
Research results explained above had shown that
middle school students had academic procrastination
problems. Academic procrastination could be
understood as the failure to do the wanted, intended,
and supposedly done academic tasks in the
wanted/expected period of time (Senecal, Koestner,
and Vallerand, 1995). Procrastination is described as
the individual’s struggles in doing everyday tasks
because of the individual’s incapability to organize
and manage time effectively (Ferrari, Johnson, &
McCown, 1995). Academic procrastination could be
defined as an act to deliberately postpone doing a
task even after taking account for the bad impact of
doing so (Steel, 2007).
A number of harm to students who do academic
procrastination, are (1) experiencing unhealthy
sleeping and eating habits (2) showing high levels of
stress, anxiety, and guilt (Sirois and Tosti, 2012 in
Xu, 2016); (3) higher risk of doing academic fraud
(4) have different quality of work compare to
students who don’t procrastinate (Patrzek, Sattler,
Veen, Grunschel, and Fries, 2014) as well as (5)
getting low scores (Akinsola, Tella and Tella, 2007).
These harms shows the importance of research on
academic procrastination so that these harms could
be prevented and avoided from other students.
A research by Motie, Heidari, and Sadeghi
(2012) stated that academic procrastination in
highschool students was negatively correlated with
internal and external goal orientation, metacognition
regulation, time management and learning
environment as well as effort management. Another
research that was done by Park (2008) concluded
that student who procrastinate had shortcomings in
time management, effort and attention in finding
distraction, also they don’t have a strong
commitment to goals. Individuals who procrastinate
have shortcomings in determining a strong
commitment to a goal, regulate metacognition, time
management as well as effort management in facing
troubles and management of learning environment,
are several aspects of self-regulated learning. The
above researchs showed that self-regulated learning
is one variable that correlates with academic
procrastination.
Several research showed that there is a
correlation between self-regulated learning with
academic procrastination in students. One of those
research was by Santika and Sawitri (2016) which in
their research mentioned that there were a significant
negative correlation between self-regulated learning
with academic procrastination in 11th grade students
Does Self-regulated Learning Have Relationship with Academic Procrastination?: Study on Middle School Students in Surabaya’s Coastal
Area
331

with a correlation coefficient of 0.82. Another one
was on akselerasi (acceleration) students grade 10,
which was done by Savira and Suharsono (2013)
with similar results and correlation coefficient of
0.73.
The definition of self-regulated learning
concluded by experts is the degree of how much of
the students’ active participation in the learning
process whether meta cognitively, motivation and
behavior (Zimmerman, 1986 in Zimmerman, 2008).
Self-regulated learning is the application of the
regulation and self-regulation general module in the
context of learning and especially in the context of
academic. Self-regulation is not a mental abilit or an
academic achievement skill. Self-regulated learning
is the process of directing oneself, where the learner
changes their mental ability into academic skills.
Learning is seen as an activity where the learner
proactively do something for themselves and not as
a reaction to the lecture of the teachers. Self-
regulation refers to the emergence of thoughts,
feelings and behavior leading to the achievement of
goals (Zimmerman, 2002). Self-regulated learning is
an active and constructive process where the learners
determine the purpose of the learning process and
try to supervise, manage, and control their cognition,
motivation and behavior. Cognition, motivation, and
behavior are led and adjusted with the purpose and
the context in the environment (Wolters, Pintrich,
and Karabenick, 2003).
Self-regulated learning is the active participation
of students in the process of learning they are good
in metacognition, motivation and behavior
(Zimmerman, 2008). Self-regulated learning focuses
on the use of process or specific response aim to
proactively improve students’ academic
achievements. Children in middle school, are able to
develop self-regulation but they can’t improve it
without counselling and continuous support (Eggen
& Kauchak, 2010).
Coastal areas have different education conditions
compare to other areas. Coastal areas need more
attention than other areas so that the children in
coastal areas could gain the same opportunities with
other children in Indonesia. Children in coastal areas
are behind in gaining access to education because
the lack of education facilities and awareness from
parents on the importance of education (Yembise,
2015 in Pendidikan Anak di Wilayah Pesisir masih
memprihatinkan). The educational profile of
fishermen people are 79.05% had not finish
elementary school, 17.59% had finished elementary
school, 1.9% had finished middle school; 1.37% had
finished high school, and 0.03% had finished
diploma or bachelor degree. The educational
background influence the use of technology,
management organization, and behavior
improvement (in Riyadi, 2004). Therefore, students
in the coastal areas have the potential to not have
been counselled about self-regulated learning from
the parents.
Adolescents in middle school are starting to be
expected to learn independently, they receive less
help from teachers and parents in doing their
academic tasks. However, parents’ support still
affect the success of the adolescent’s learning
process in the next phases. A student need the ability
to manage their learning environment, manage time,
overcome obstacles, maintain motivation and control
negative emotions in doing their homework
independently. Those skills are part of self-regulated
learning (Xu, 2003). A research by Ramdass and
Zimmerman (2011) showed that parents’
involvement in time management planning could
improve the students’ ability in devising an affection
cognitive strategy, and behavior in learning.
Results from the interviews with several private
school teachers by the researcher in the coastal areas
showed that middle school students in the coastal
area experiences several problems in school some of
the are late to class, not coming back in after recess
time and skipping school. There were even middle
school students in the coastal area who came late
during the National Exam ( Sulis, 2018). Parents in
the coastal area are 70% fishermen, the rest are
industrial workers or others. In addition, parents in
the coastal area tend to not to watch over their
children all the time, especially watching over their
education (Camilla, 2018). Based on the result of
interviews the researcher deemed it important to do
descriptive and correlative research concerning
academic procrastination and self-regulated learning
in middle school in the coastal areas.
Research on self-regulated learning and
academic procrastination in coastal areas are rarely
done. Research on people in the coastal areas is vital
in order to explore the correlation between self-
regulated learning with academic procrastination in
various context. This research aims to describe
academic procrastination and self-regulated learning
in middle school students in coastal areas as well as
finding the correlation between self-regulation with
academic procrastination in middle school students
in coastal areas. The hypothesis of this research is
that there is a significant correlation between self-
regulated learning with academic procrastination of
students in private schools in coastal areas.
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332

2 METHODS
This research is included in the correlational
research category. Correlational research collecting
data to determine whether and to what degree, a
relationship exist between two or more quantifiable
variables, and the degree of relationship is expressed
as a correlation coefficient (Gay, Mills & Airasian,
2006). This research was done to middle school
students of private schools in Surabaya’s coastal
area which consist of students in two private middle
school in Bulak sub-district, Surabaya. The number
of participants in this research are 194 students in
7th and 8th grade.
The instruments used to gather data in this
research is a questionnaire which consist of two
scales, the academic procrastination scale and the
self-regulated learning scale. The academic
procrastination scale is used to reveal the students’
evaluation on the act of postponing academic tasks.
The academic procrastination scale was constructed
by the researcher based on the theory proposed by
Ferrari (1993, 1995, 2000) consists of 15 items with
a scale reliability of 0.894. Self-regulated learning
scale is used to reveal the evaluation of the use of
cognition, metacognition, motivation, and behavioral
strategies in learning. Self-regulated learning scale
refers to the components in the Motivated Strategies
for Learning Questionnaire (MSLQ) that have been
modified by Nugraha (2016). The self-regulated
learning scale consists of 30 items with a reliability
of 0.873. The data are analyzed using descriptive
statistic analysis by determining the percentage
value. While in order to see the correlation between
both variables, product moment correlation
technique is used with the help of the SPSS 16.0 for
windows program.
3 RESULTS
3.1 Descriptive Statistic Analysis
Descriptive statistic analysis was done by describing
subjects based on the norm. The category norm used
are low, moderate and high.
Based on the table 1 above it can be seen that
46.90% middle school students in Surabaya’s
coastal area had moderate self-regulated learning,
53.09% in the high category. Based on table 2
above it can be seen that 9.27% of middle schools
students in Surabaya’s coastal area had academic
procrastination in the high category, 67.52% in the
moderate category, and 23.19% in the low
category.
Table 1 : Self-Regulated Learning in Middle School Students in Coastal Area.
Table 2 : Academic Procrastination Middle School Students in Coastal Area.
Component Cate
g
or
y
Low Moderate Hi
g
h
Total Percentage Total Percentage Total Percentage
Motivation 0 0% 94 48,45% 100 51,54%
Metaco
g
nition 1 0,5% 103 53,09% 90 46,39%
Cognition 0 0% 98 50,51% 96 49,48%
Behavio
r
0 0% 104 53,60% 90 46,39%
Total Score 0 0% 91 46,90% 103 53,09%
Aspect Categor
y
Low Moderate Hi
g
h
Total Percenta
g
e Total Percenta
g
e Total Percenta
g
e
Post-
p
one to start 40 20,61% 131 67,52% 21 10.82%
Post-
p
one to finish 57 29,38% 123 63,40% 14 7,21%
Work slowl
y
39 20,10% 140 72,16% 15 7,81%
Doing other activities 42 21,64% 148 76,28% 14 7,21%
Total Score 45 23,19% 131 67,52% 18 9,27%
Does Self-regulated Learning Have Relationship with Academic Procrastination?: Study on Middle School Students in Surabaya’s Coastal
Area
333

3.2 Assumption Test
An assumption test needs to be done before product
moment correlation test. The assumption test that
was carried out was the normality and linearity tests.
Data normality test was done to find out whether the
data was observed in this research is normal or not.
Normality test was carried out with the help of SPSS
16.0 for windows program using the kolmogorov-
smirnov statistical technique with decision making
guidance that is if the significance value (sig.) or
probability value (p) >0,05 indicates normal data
distribution. Otherwise, if sig. P< 0,05 the data
distribution is not normal. Liniearity test aimed to
determine the tendency of the relationship between
variables self-regulated learning and acaemic
procrastination. The tendency of a relationship on
twi variables was carried out with the help of SPSS
16.0 for windows using the compare means
statistical technique with decision making guidance
that is if the significance values (sig.) <0.05
indicates the data from two variables is linear.
Table 3 show the result of the normality and
linearity tests on self-regulated learning and
academic procrastination in middle school students
in Surabaya’s coastal area. Based on the result of the
normality test, it can be seen that the significance of
academic procrastination is equal to 0,647 (>0,05), it
can be concluded that the data distribution of
academic procrastination is normal. Based on the
result of the liniearity test, it can be seen that the
significane of two variable is equal to 0,005 (<0,05),
it can be conclude that the data from two variables
are linier.
3.3 Correlation Analysis
Assumption test consisting of normality test and
liniearity test as prerequisite before conducting a
correlation test has been carried out. Tha data have
normal distribution and the data from two variables
are linear. This indicates that the data analysis
technique in this study might use Pearson Product
moment correlation because the precondition before
conducting the correlation test have been fulfilled.
Based on Table 4, it is known that the correlation
coefficient value between self-regulated learning and
academic procrastination was -0.197 with sig. 0.006.
This means that there was a significant and negative
correlation between self-regulated learning with
academic procrastination in middle school students
in the coastal area.
4 DISCUSSIONS
4.1 Self-Regulated Learning among
Middle Students in Coastal Area
Based on the result in table 1 it is known that self-
regulated learning in middle school students in the
coastal area that was categorized as moderate were
46.90% and high were 53.09%. This shows that
most of private middle school students in the coastal
area were sufficiently able to direct their motivation,
metacognition, cognition and behavior when
learning.
The term self-regulated learning comes from
social cognitive theories. Social cognitive theories
gives the model on the cause and effect involving
triadic reciprocal determinism. The triumvirate that
determines this reciprocal or cause and effect
Table 3: Results of Normality and Linearity Test.
Variables
Sig. Normality
Test
Conclusion of
normality Test
Sig. Linearity
Test
Conclusion of linearity Test
Self-Regulated
Learning
0.210 (p>0.05)
Data distribution is
normal
0.005
(p < 0.05)
Correlation of the two
variables is linear Pearson
product moment correlation
test could be done
Academic
Procrastination
0.647 (p>0.05)
Data distribution is
normal
Table 4: Result of Product Moment Pearson Correlation Test.
Correlation test r R
2
Sig. Conclusion
Self Regulated Learning *
Academic procrastination
-0.197 0.03
9
0.006 (p < 0.05) There is a significant negative
correlation.
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334

relationship are behavior, cognition, and other
personal factors (person), as well as the
environment. These three elements which determine
the reciprocal relationship, each doesn’t have the
same proportion of effect. Some have stronger effect
compare to others. These three elements also don’t
give the effects at the same time. Causal factors need
time to show their influence and cause impact or
consequences (Bandura, 1989).
Personal, behavioral, and enviromental factors
interplay with one another. When a learner is able to
direct oneself, personal factors will be directed to
manage behavior strategically as well as the learning
environment. The use of self-regulated learning
strategies in learning could help students to improve
their personal control over their behavior and
environment (Zimmerman, 1989). Therefore,
students who are able to manage their cognition,
behavior, and environment will realize their task so
that they won’t postpone it, and will not engage in
other activites in effor to finish the tasks. So,
students who could do self-regulated learning will
not be tangled in academic procrastination.
Data of self-regulated learning aspect showed
that students tend to use motivation and cognitive
components in directing their learning behavior. The
number of students who used metacognition and
behavior components in managing their learning
behavior were not so many. Even though
metacognition and behavior components in self-
regulated learning are also important to prevent
students from academic procrastinations. This can be
explained with Temporal Motivation Theory (TMT)
expressed by Steel (2007). Temporal Motivation
Theory TMT consists of five basic components,
utility, value, expectancy, sensitivity to delay, and
time delay. Metacognition component in self-
regulated learning has attraction with value
component. Value shows awareness on how much
satisfaction will be gained when a goal is achieved.
An event is considered attractive or not dependent
on individual differences and situations being faced.
Goals could give satisfaction in various degrees. An
individual’s value could be predicted by knowing
the need power and how big of a satisfaction will be
gained if a goal is achieved. While behavior
component in self-regulated learning is related with
sensitivity to delay in TMT. This component is
related with impulsivity, easily distracted or
disturbed and no self-control. The higher this
component inside an individual, the higher the
procrastination. Interventions that could be
suggested are control stimulus and forming
independence
4.2 Academic Procrastination among
Middle Students in Coastal Area
The academic procrastination level of private middle
school students in the coastal area is as followed,
23.19% were categorized as low, 67.52% were
moderate and 9.27% were high. This shows that
even though there were students that were
categorized as high in their academic
procrastination, more of them were in the moderate
and low categories. The result of this research is in
parallel with the previous research by Ramadhani
(2017) which showed that academic procrastination
of 8th grade students in SMP N 1 Sentolo tend to be
in the moderate category. The result of this research
also supports another research by Munawaroh,
Alhadi and Saputra (2017) which showed that 17.2%
of SMP 9 Yogyakarta students had high academic
procrastination, 77.1% had moderate academic
procrastination and 5.7% had low academic
procrastination. Another similar result is a research
by Hanggara (2014) which showed that most 8th
grade students from SMPN 2 Pare had moderate
academic procrastination, with 117 respondents
(86%) in that category, out of 135 respondents.
Based on data on the aspect of academic
procrastination scale in table 2, it is known that the
highest percentage from the academic
procrastination aspect by the participants when
postponing their work was doing other activities that
were considered to be more fun. This result can be
explained with the cognitive-affective personality
system (CAPS) approach on procrastination. Based
on CAPS approach, cognitive factor that could cause
someone to procrastinate are avoidance and
impulsiveness. Avoidance happens because of
situations that is assumed threatening or unlikeable.
Individuals asses situations differently from person
to person, is the situation threatening, potential loss,
or beneficial. An individual could asses a situation
negatively because they doesn’t have something in
them, an individual could also evaluate positively
because they want to achieve something ideal that
they may hope to get. Avoidance or repressive
coping styles are indicated by rejection strategies
toward negative emotional stimulus and involves
disturbance using happy thoughts and memories
(Boden and Baumister, 1997 in Eerde, 2000). When
a student receive a task, the task will be deemed
unpleasant so the reaction that emerges is
postponing work on the task and prefer more
pleasant activites like watching TV, playing football
or online games.
Does Self-regulated Learning Have Relationship with Academic Procrastination?: Study on Middle School Students in Surabaya’s Coastal
Area
335

4.3 Relationship between Self-
regulated Learning and Academic
Procrastination among Middle
Students in Coastal Area
Result from the product moment correlation test
showed that there was a significant negative
correlation between self-regulated learning and
academic procrastination in private middle school
students in the coastal area of Surabaya. This is in
parallel with the research from Ardina and Wulan
(2016) who stated that the higher self-regulated
learning the more it will influence the decline in
academic procrastination.
The correlation coefficiency between self-
regulated learning and academic procrastination in
private middle school students in the coastal area
was 0.197. Cohen (1988 in Pallant, 2007) stated that
correlation coefficiency in the span between 0.1-
0.29 is considered small. The result of this research
is in line with the research by Misdarly, Zubir, and
Mulyani (2015) who explained that the correlation
coefficiency between self-regulated learning and
academic procrastination in SMK N 6 Padang
students was 0.286. Effective contribution of self-
regulated learning toward academic procrastination
in middle school students in the coastal area is as big
as 4% so there were many other factors that could
have influenced the academic procrastination of
middle school students in the coastal area.
There are many researches that study the factors
influence students’ academic procrastination.
However, the researcher will present research results
that best connect with this research, which are
researchs that involve middle school students as
subjects. Research result from Hanggara (2014)
showed that the most influential internal factor to
middle school students’ academic procrastination
was their physical condition. While the most
influential external factors to academic
procrastination were parenting styles of the parents.
Another research about the factors of middle school
students’ academic procrastination is the research by
Esmaeli and Monadi (2016). The result of that
research showed that factors contributing to middle
school students’ academic procrastination were (a)
Time spent at school. Students in this research spent
about 9 hours in school. The amount of time spent at
school, made students exhausted with school related
stuff, so that driven them to academic
procrastination. (b) The role of parents and use of
positive and negative reinforcements toward the
students. The role of father as a role model and
mother as the provider of help and support. Students
with high procrastination, showed insignificant roles
from both parents. Negligent parenting style that
involves busy parents, no limits and parents who
can’t build close relationship with their children and
easy-going parenting style that involves parents who
continuously give children presents, and benefits but
not what they need. Children that grow up with these
parenting styles will become apathetic and lonely as
well as loss of self-innovation and motivation. These
parenting styles make it hard for students to push
themselves to do their best in working on tasks
which then leads to academic procrastination.
Other factors causing procrastination in middle
school students were (c) feeling of competitiveness
and influence of peers. Students in cities are more
competitive compare to students in rural areas. As
they grow older, the competitiveness between
students whether in cities or rural area intensifies.
Social environment also plays a role in shaping
competitive or cooperative behavior, that lead to the
tendency of procrastination. Students usually do
things that their peer do, like playing online games,
football etc. Students usually spend time with their
friends and go home late at night, which made them
loose time to study. (d) choosing immediate
reinforcements than aiming for later reinforcements.
Students usually play and have fun, they postpone
academic tasks until late before time to hand in the
tasks or they study just one day before a test and
make excuses for themselves so they could postpone
the work, they also sometimes don’t study for a test.
An individual usually prefers immediate
reinforcements even if it’s little than actions with
later but larger reinforcements. This could be
handled using personal control over the time an
individual has.
The above explanation about factors affecting
academic procrastination showed that there are
many other factors other than self-regulated learning
that could influence students’ academic
procrastination. So for the next research with
subjects from the coastal area needs to put in to
consideration factors other than self-regulated
learning to know factors that affect academic
procrastination of middle school students in
Surabaya’s coastal area. The next researcher could
consider to use variables like parenting styles and
peer influence as factors influencing academic
procrastination of students in coastal areas. This is in
accordance with the result from the interviews of
this research toward middle school teachers in the
coastal area who stated that the problems with
students in the coastal area among others are,
skipping school to play online games with friends
ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings
336

and also parents who don’t supervise their children’s
education (Camilla, 2018). Furthermore, research on
parenting style of parents in coastal areas showed
that parenting styles of people living in coastal areas
tend to be authoritarian, filled with limitation and
punishments as well as permissive, where parents
tend to not care or ignore their childrens’ education
development (Rahman and Yusuf, 2012). One factor
influencing the parenting style of people in coastal
areas is education. Parents with low educational
background have litte to no awareness of their
children’s educational development (Ariswandha,
2013).
5 CONCLUSION
Research result showed that most private middle
school students in the coastal area had moderate
academic procrastination level. It could be said that
half of the students in the coastal area had high self-
regulated learning level and the other half had
moderate self-regulated learning level. The research
result also showed that there was a significant
negative correlation between self-regulated learning
and academic procrastination in private middle
school students in the coastal area. Training in order
to improve self-regulated learning in private middle
school students in the coastal area is deemed
necessary considering the number of students who
had low self-regulated learning was almost half the
number of population. Self-regulated learning could
emphasize more on improving the metacognition
component that is training students to evaluate, plan
and supervise behavior component from self-
regulated learning, like managing efforts, time and
looking for help. Result of this research also
conclude that there are still many factors affecting
private middle school student’s academic
procrastination. The next research could consider
parents’ parenting styles and peer influence in
affecting academic procrastination of middle school
students in the coastal area.
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