Self-Management as a Factor Related to Academic Procrastination of High School Students in the Digital Era

Abstract

Self-management is an individual's ability to manage behavior to achieve desired goals. This ability is important for students in facing learning challenges in the digital era, one of which is related to academic procrastination. This study aimed to examine the relationship between self-management and academic procrastination among students in the digital era at SMAN 1 Gurah. The study used a quantitative approach with a correlational design. A total of 37 students were selected using simple random sampling from a population of 343 Grade XI students. Data were collected using a self-management scale and an academic procrastination scale. Data were analyzed using the Pearson Product Moment correlation. The results showed that the self-management and academic procrastination variables were both in the moderate category. The correlation coefficient was -0,672 with a significance value of 0,000 (p < 0,05), indicating a significant negative relationship between self-management and academic procrastination. Thus, higher self-management scores were associated with lower academic procrastination scores. These findings provide an implication for guidance and counseling services to support students in developing self-management skills when facing academic demands in the digital era.