The Mediating Role of Self-Regulated Learning in the Relationship Between Basic Psychological Needs and Academic Procrastination in Students

Academic procrastination is one of the most visible and problematic problems among students. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between basic psychological needs and academic procrastination in students. The statistical population of this study included students of Urmia Farhangian University in the academic year 1397, from which 212 students were selected and participated in this study. Data collection tools included the Self-Regulated Learning Questionnaire (1995), the Basic Psychological Needs Satisfaction Scale (2003) and the Academic Procrastination Scale (1984). The results showed that academic procrastination has a negative and significant relationship with self-regulated learning and basic psychological needs (p <0.05). The results of path analysis showed that self-regulated learning has a mediating role in the relationship between basic psychological needs and academic procrastination (p <0.05). This means that in students, basic psychological needs can reduce academic procrastination by affecting self-regulated learning. Accordingly, in the field of education, it is necessary to organize the interventions used to reduce academic procrastination in students in order to satisfy basic psychological needs and self-regulated learning.