The Relationship between Academic Self-Concept and Academic Procrastination among Middle School Students

Abstract

This research aims to identify the prediction of academic self-concept and procrastination on junior high school student’s. This research implemented a correlational design. Data were collected using a General Procrastination Scale (GPS) adapted from Lay (1986) and the Development of an Academic Self Concept for Adolescents (ASCA) adapted from Ordaz & Tomasini (2013) of 221 students selected by culster random sampling technique. The results of hierarchical regression analysis indicated that there was a negative correlation a between academic self-concept with the academic procrastination (R = 0.094, F (4.213) = 63.394, p <0.001). The implications of this study for guidance and counseling services especially in the field of learning to reduce student academic procrastination by involving academic self-concepts, especially in aspects of self-regulation, general intellectual abilities, motivation, and creativity.