The Effectiveness of Teaching Self-Regulated Learning Strategies on Academic Procrastination and Its Components

Academic Procrastination is a common phenomenon in college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and The main goal is to investigate the effectiveness of Self-regulation Learning Strategies training on reducing Academic Procrastination and its components in graduate students. The researcher's hypothesis was a positive predictor of this effectiveness. The research method was semi-experimental with pretest-posttest design an control group. The population consisted of all postgraduate students in the University of Science and Research in the second semester in 2018-2019. Based on cluster sampling, 30 subjects were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of Self-regulated learning strategies (8 sessions of 120 minutes). Solomon and Rothblum academic procrastination scale (1984) and Pentrich Self-regulation learning strategies(2003) were used to gather data The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of Self-regulation Learning Strategies training on Academic Procrastination and its components in graduate students and participants of the experimental group in comparison with the control group, in posttest had a significantly less Academic Procrastination (p < 0.01). So, we can conclude that Self-regulation learning strategy training has a significant effectiveness on decreasing the academic procrastination of graduate students, they can overcome exam and homework procrastination, They can also allocate important time and resources to accomplish a scientific project and reduce their procrastination.