Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

Abstract

Theoretical foundations in recent years emphasize that a significant number of students globally continue to exhibit a lack of commitment and motivation in school activities, leading to diminished proficiency levels in specific areas of study. The magnitude of this phenomenon, coupled with its evident social implications, suggests that we are facing restlessness and a growing demand for urgent answers and results. In the educational context, the sociocognitive perspective conceives the construct of self-regulation for learning as the management and mastery of a set of factors that emerge as crucial elements for high-quality learning and, predictably, academic success. To achieve this successful learning, it is crucial to manage and control variables such as volitional control strategies, planning of academic time management, and procrastination. The purpose of this study is to demonstrate, through the technique of structural equation modelling, that these variables impact students' self-regulation and predict academic performance. A sample of 565 students (Mage=12.97) from the 3rd cycle of basic education (7th, 8th, and 9th grades) participated, responding to a set of validated scales for the Portuguese context. The results indicated that students who employ more volitional control strategies and plan academic time management more effectively demonstrate higher levels of self-regulation for learning. However, those exhibiting higher levels of procrastination in school activities show a lower propensity to self-regulate their learning. Deepening the understanding of the elements that influence the learning process is crucial to promoting the quality of education and the development of autonomous, self-regulated, and competent students. A student who values school tasks, adopts self-regulatory strategies in their learning process, and manages their time dedicated to school activities appropriately and insightfully will undoubtedly be moving towards academic excellence.

Received: 30 December 2023 | Revised: 5 February 2024 | Accepted: 19 February 2024 | Published online: 21 February 2024

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.