BEHIND ACADEMIC PROCRASTINATION: A STUDY OF TIME MANAGEMENT, SELF-CONTROL, AND LEARNING MOTIVATION AMONG MANAGEMENT STUDENTS IN BANJARMASIN
Keywords:
Time Management, Self-Control, Learning Motivation, Academic Procrastination, Management StudentsAbstract
Academic procrastination has become a critical concern in higher education, particularly among Management students who are required to balance intensive academic workloads, organizational responsibilities, and extracurricular activities. Despite extensive research on procrastination, empirical studies that simultaneously examine time management, self-control, and learning motivation within the context of undergraduate Management students in Banjarmasin remain limited. This study addresses this gap by investigating the combined influence of these three behavioral and psychological factors on academic procrastination. Using a quantitative approach, data were collected from 160 undergraduate students in the Bachelor of Management program in Banjarmasin through structured questionnaires. Multiple linear regression analysis was employed to test the proposed relationships. The results demonstrate that time management, self-control, and learning motivation have a significant and negative effect on academic procrastination, indicating that improvements in these factors correspond with reduced procrastination behavior. Additionally, this research provides empirical evidence specific to Management students in Banjarmasin, offering insights that are contextually relevant for regional higher education institutions. The findings suggest important implications for academic policy and instructional design, emphasizing the need for structured interventions aimed at strengthening students’ self-regulation and motivation. This study contributes to the literature by offering a context-specific model for understanding academic procrastination and provides a foundation for developing targeted academic support programs. Future research is encouraged to incorporate longitudinal designs and explore digital learning factors to further enrich the understanding of academic procrastination
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