The Relationships of Self-Control and Social Support with Academic Procrastination Among Students
DOI:
https://doi.org/10.35445/alishlah.v18i3.9729Keywords:
Self Control, Social Support, Academic Procrastination, Junior High School Students, Guidance and CounselingAbstract
Academic procrastination is a prevalent self-regulation problem among adolescents and may be associated with both internal regulatory resources and external social support. This study examined the relationships of self-control and perceived social support with academic procrastination among junior high school students. A cross-sectional correlational design was employed with 175 Grade VII and VIII students at SMP Negeri 9 Kota Padang, selected through proportional stratified random sampling. Data were collected using Indonesian Likert scales measuring self-control, perceived social support, and academic procrastination. Pearson correlation, simple regression, and multiple regression were performed. Because the regression residuals showed non-normality and heteroscedasticity, coefficient inference used HC3 robust standard errors. Self-control showed a strong negative bivariate relationship with academic procrastination (β = −.858, R² = .737, p < .001), as did perceived social support (β = −.801, R² = .642, p < .001). In the multiple model, self-control remained significantly associated with procrastination (β = −.692, p < .001), whereas the unique coefficient of perceived social support was not significant (β = −.188, p = .148). The combined model explained 74.4% of the variance in academic procrastination. Self-control showed the strongest unique relationship with academic procrastination, while the association of general social support substantially overlapped with self-control. The findings support school counseling interventions that strengthen students’ self-regulation and provide academic-specific support for task planning, deadline monitoring, and study management.
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