Effect of Learning Motivation and Self-Regulated Learning on the Academic Procrastination of XI Class Students at Antartika High School Sidoarjo

This research investigates the impact of learning motivation and self-regulated learning on academic procrastination of 11th-grade students at Antarctica Sidoarjo High School using a quantitative correlational method. The study involved a population of 504 students, with a sample of 210 selected through purposive sampling. Data were collected using scales for learning motivation, self-regulated learning, and academic procrastination. Multiple linear regression analysis (F=16.01, p-value<.001) confirmed that both learning motivation and self-regulated learning significantly influence academic procrastination. The findings revealed that 31.43% of students exhibited high levels of academic procrastination, requiring intervention, while 26.19% and 24.76% of students had low levels of learning motivation and self-regulated learning, respectively, indicating areas for improvement.