PENGARUH REGULASI DIRI TERHADAP PROKRASTINASI AKADEMIK PADA MAHASISWA GENERASI Z

Academic procrastination is the behavior of delaying the completion of academic tasks, which can negatively impact students' academic achievement. This phenomenon is commonly found among Generation Z students, who live in the digital era with various conveniences and distractions. This study aims to examine the effect of self-regulation on academic procrastination among Generation Z students. The study employed a quantitative approach with a survey method. The participants consisted of 356 students including 129 male and 227 female from various study programs and universities, selected using incidental sampling. The research instruments used were a self-regulation scale and an academic procrastination scale. The data collected were analyzed using simple linear regression to determine the effect of self-regulation on academic procrastination among Generation Z college students. The results showed that self-regulation had a significant negative effect on academic procrastination. The implications of this study for Generation Z education include the importance of developing self-management skills, promoting healthy digital literacy, and providing mental well-being training. Instructional design should also be more concrete, relevant, and personalized in order to reduce academic procrastination and enhance learning motivation.