A Meta-Analysis of the Relationship Between Self-Regulation Learning Strategies and Academic Procrastination

he aim of this study is to combine the results of studies that had been conducted about the effectiveness of self-regulated learning strategies on students'''' academic procrastination. All published studies in Iran from 1990 to 2017 were collected. Based on the quantitative findings of 21 selected studies, 48 effect size were obtained according to the inclusion and exclusion criteria. The findings indicated that the mean of the total effect of the studies were -0.78 for the fixed effects model and -0.85for the random effects, both significant at 0.001. As the effect sizes were heterogeneous, gender and research method and education were examined as the mediating variables. The results of two independent t test indicated that the effect size of gender difference was not significant, but the effect size for experimental research was significantly higher than the effect size for correlational research. Also, the effect size for meta-cognitive strategies was more than the effect size for cognitive strategies and resource management. The findings suggest that self-regulated learning strategies significantly reduce students’ procrastination