SELF-EFFICACY AND SELF-REGULATION TOWARDS ACADEMIC PROCRASTINATION AMONG SENIOR HIGH SCHOOL SCIENCE STUDENTS

This study determined the domains of self-efficacy and self-regulation that significantly influence academic procrastination among senior high school science students from public secondary schools in the Division of Davao del Norte. The correlational technique with regression analysis was used in this non-experimental study, which included 525 Science, Technology, Engineering, and Mathematics (STEM) respondents chosen using stratified random sampling. The data were collected from the student respondents using modified survey questionnaires and tested for reliability. The statistical methods utilized in this work were mean, Pearson-r, and multiple linear regression analysis. The result of the research revealed high levels of self-efficacy and self-regulation. The level of students’ academic procrastination was low. Furthermore, there was a negative relationship found between academic procrastination and both self-efficacy and self-regulation, to academic procrastination. It was found that the independent variables, self-efficacy, and self-regulation, significantly predict academic procrastination. The study's conclusions can be utilized to advise teachers and students on how to combat academic procrastination and improve academic achievement. KEYWORDS: MAED-Teaching Science, self-efficacy, self-regulation, academic procrastination, Philippines