Role of Procrastination and Motivational Self-Regulation in Predicting Student's Academic Engagement

Students’ cognitive, behavioral and emotional engagement with the academic environment and field of study will guarantee their vitality and success in promoting educational goals. Therefore, the purpose of this research was to investigate the role of procrastination and motivational self-regulation in predicting students’ academic engagement. This correlational study was performed on 311 students of faculty of medical sciences in Islamic Azad University of Arak in 2014-2015 academic years. The subjects were selected through Random and responded to procrastination, motivational self-regulation, and academic involvement questionnaires. Data were analyzed using descriptive and inferential statistics (Pearson correlation coefficient and regression analysis). Pearson correlation showed that there was a negative and significant relationship between procrastination and academic engagement (p<0.01). It also indicated a positive and significant relationship between motivational self-regulation and academic engagement (P<0.001). The results of the regression analysis showed that procrastination and motivational self-regulation could predict 22.3 percent of academic engagement variance. Procrastination and motivational self-regulation can predict academic engagement of students. Since these two variables are correlated with Students’ enthusiasm to continue their studies, they must be taken into account and underscored for students’ academic achievement.