| Abstract:
The aim of this study was predicting academic procrastination based on learning self-regulation strategies. The sample comprised 400 students (158 males and 242 females) of different university subjects from eight faculties of Shiraz University. These students, who were selected via multi-stage cluster sampling procedure with class sampling unit, completed Motivated Strategies for Learning Questionnaire (Pint rich & De Groot, 1990) and Scale of Academic Procrastination (Solomon & Rothblum, 1984).
Regression analysis procedure was used for analyzing the data. The findings of the study indicated that self-regulation strategies negatively and significantly predict academic procrastination. With respect to motivational strategies components, findings indicated that self-efficacy internal value, test anxiety and cognitive strategies negatively predicted academic procrastination. Also, this study revealed that there was a significant difference between male and female students in their mean score in self-regulation strategies, cognitive strategies, and academic procrastination. Female students used more' self-regulation strategies and cognitive strategies and academic procrastination than male students. Finally, the findings were discussed with regard to the research literature and suggestions for further investigations were set forth.
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