The Effect of Time Management on Academic Procrastination: The Mediating Role of Self-Regulated Learning

The purpose of this study was to examine the mediating effect of self-regulated learning on the relationship between time management behavior and academic procrastination among university students. Data were collected from 100 university students in Korea through an online self-report survey using convenience sampling. The survey measured time management behavior, self-regulated learning ability, and academic procrastination. The collected data were analyzed using frequency analysis, descriptive statistics, correlation analysis, and mediation analysis with PROCESS Macro Model 4. The results showed that time management behavior was positively correlated with self-regulated learning and negatively correlated with academic procrastination. Self-regulated learning was also negatively correlated with academic procrastination. In addition, time management behavior had a positive effect on self-regulated learning, and self-regulated learning had a negative effect on academic procrastination. The indirect effect of time management behavior on academic procrastination through self-regulated learning was statistically significant, indicating that self-regulated learning partially mediated the relationship between time management behavior and academic procrastination. These findings highlight the importance of an integrated approach that combines time management strategies with self-regulated learning interventions when designing educational and counseling programs to reduce academic procrastination among university students.