THE RELATIONSHIP BETWEEN SELF-CONTROL AND ACADEMIC PROCRASTINATION IN HIGH SCHOOL STUDENTS: A STUDY ON ELEVENTH GRADE STUDENTS

Abstrak

Studi ini bermaksud guna mengetahui hubungan antara kontrol diri dengan prokrastinasi akademik pada siswa kelas XI SMA Negeri 14 Medan. Dengan jumlah sampel sebanyak 70 orang yang dipilih secara acak dari seluruh siswa kelas 11, populasi riset ini mencakup 350 siswa. Dalam menghimpun datanya, penulis memanfaatkan skala Likert yang berasal dari karya McCloskey mengenai penundaan akademis dan Averill mengenai kontrol diri (khususnya, behavioral, cognitive, serta decisional control). Reliabilitas instrumenya diuji dengan Cronbach's Alpha, dan validitasnya dengan metode Corrected Item-Total Correlation. Data dianalisa dengan memakai pengujian normalitas serta linearitas serta korelasi product moment. Temuan studi membuktikan bahwasanya prokrastinasi akademik berkorelasi negatif secara signifikan dengan kontrol dirinya (r = -0.257, p = 0.031 < 0.05). Hal ini mengindikasikan bahwasanya tingkat prokrastinasi akademik siswa berbanding terbalik dengan tingkat kontrol dirinya. Berbagai variabel, termasuk motivasi belajar, efikasi dirinya, lingkungan rumahnya, lingkungan teman sebaya, serta keadaan fisiknya, memengaruhi prokrastinasi akademik senilai 93,4%, dengan kontrol diri menyumbang 6,6%. Temuan ini menegaskan bahwa penguatan kontrol diri perlu dilakukan, namun bukan satu-satunya solusi dalam mengurangi prokrastinasi akademik siswa.

The purpose of this study is to determine the relationship between self-control and academic procrastination among 11th-grade students at State High School 14 in Medan. With a sample size of 70 students selected at random from all 11th-grade students, the study population comprised 350 students. To collect the data, the author utilized a Likert scale derived from McCloskey’s work on academic procrastination and Averill’s work on self-control (specifically, behavioral, cognitive, and decisional control). The instrument’s reliability was tested using Cronbach’s Alpha, and its validity using the Corrected Item-Total Correlation method. The data were analyzed using normality and linearity tests as well as product-moment correlation. The study’s findings demonstrate that academic procrastination is significantly negatively correlated with self-control (r = -0.257, p = 0.031 < 0.05). This indicates that students’ levels of academic procrastination are inversely proportional to their levels of self-control. Various variables, including learning motivation, self-efficacy, home environment, peer environment, and physical condition, account for 93.4% of the variance in academic procrastination, with self-control contributing 6.6%. These results highlight the importance of developing self-control as part of a broader, multi-faceted approach to reducing academic procrastination among high school students.