The Relationship between Academic Procrastination and Self Regulated Learning in Higher Education
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Abstract
In the new era of popularization and autonomous development of higher education, the ability of college students to learn independently has become a core indicator for measuring the quality of talent cultivation. However, academic procrastination, as a common negative learning behavior among college students, seriously restricts the improvement of learning efficiency, academic quality, and comprehensive quality. Self regulating learning, as a core ability for actively adapting to higher education learning models, encompasses multidimensional elements such as cognitive regulation, motivation management, behavioral control, and time planning. It is a key endogenous driving force for solving the academic procrastination dilemma. To further clarify the intrinsic mechanisms of the two, this article takes undergraduate and graduate students in higher education institutions as research objects, and uses literature analysis, questionnaire survey, and statistical analysis methods to systematically explore the current characteristics, correlation, impact path, and differentiated performance of academic procrastination and self-regulated learning in the context of higher education.
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