Self-regulated learning in basic school students: The impact of time management planning and procrastination; [فيوستلاو تقولا ةرادإ طيطخت ريثأت :يساسلأا ميلعتلا بلاط ىدل مظنملا يتاذلا ملعتلا]; [基础教育学生的自我调节学习：时间管理规划与拖延行为的影响]; [Aprendizagem autorregulada em alunos do ensino básico: O impacto do planeamento da gestão do tempo e da procrastinação]

Valente S.; Afonso Lourenço A.; Olímpia Paiva M.; Dominguez-Lara S.; Oliveira H.; Carvalho L.; Rebola F. · RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa (2025) · DOI: 10.30827/relieve.v31i2.33497

Resumen

Self-regulated learning is crucial to academic success, as it involves students’ capacity to plan, manage their time, and control procrastination. This study aimed to analyse the influence of academic time management and procrastination on students’ self-regulated learning in the Portuguese context. A total of 690 students (Mage= 12.9) in basic education (third cycle) from public schools participated in the study. Questionnaires were administered to assess perceptions of self-regulated learning, academic time management planning, and procrastination. Structural equation modelling was used, and the main results showed that better planning of academic time management is correlated with improved self-regulated learning. In turn, procrastination is associated with a decreased capacity for self-regulated learning. The study’s results highlight the importance of gaining a better understanding of the factors affecting students’ self-regulated learning to enhance instruction and help them become more capable and independent learners. Ultimately, prospective directions are outlined to facilitate self-regulated learning in the educational setting.

Instituciones: Universidad de San Martín de Porres