The Relationship between Self-regulation and Self-esteem with Academic Procrastination among Female Second Grade High School Students

This study aimed to investigate the relationship between self-regulation and self-esteem and academic procrastination among female second grade high school students.
This was applied descriptive-correlation study. The population consisted of all female high school students in Khoy city (N= 1933). Using Morgan table and cluster random sampling method, 322 students were selected as sample. The Pentrich and DeGroot’s Self-regulation Questionnaire (1990), Eysenck's Self-esteem Questionnaire (1987), and Solomon and Roth Blum’s Procrastination questionnaire (1984) were used as research tools. The face validity of these questionnaires was confirmed by professors; the reliability of these questionnaires was determined by Cronbach's alpha coefficient to be 0.824, 0.895, and 0.874, respectively.
The analysis of data using Pearson correlation coefficient showed that there was a negative and significant correlation between academic procrastination and self-regulation (-0.266) and self-esteem (-0.408) of female students (P<0.01). Also, there was a significant and negative correlation between students' academic procrastination and cognitive strategy (r =- 0.321, P < 0. 01) and meta-cognitive strategy (r = -0.117, P<0.05). The results of regression analysis showed that the self-regulation (β = -0.23) and self-esteem (β = -0.38) predicted significantly the students’ academic procrastination (P <0.01).
The instruction of self-regulation strategies and increasing the self-esteem of female students may reduce their academic procrastination.