Pengaruh Efikasi Diri Terhadap Prokrastinasi Akademik Mahasiswa: Peran Mediasi Manajemen Waktu
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Nisya Putri Rahmadani(1*)
Universitas Negeri Padang
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Armiati Armiati(2)
Universitas Negeri Padang
(*) Corresponding Author
Keywords:
Akademik Mahasiswa, Efikasi Diri, Manajemen Waktu, Prokrastinasi Akademik
Abstract
Tujuan – Penelitian ini bertujuan untuk menganalisis peran manajemen waktu sebagai variabel mediasi dalam hubungan antara efikasi diri akademik dan prokrastinasi akademik pada mahasiswa Universitas Negeri Padang.
Metodologi – Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei cross-sectional. Dari populasi sebanyak 16.040 mahasiswa aktif, diambil sampel 390 responden menggunakan teknik proportionate random sampling. Data dikumpulkan melalui kuesioner tertutup dan dianalisis menggunakan Structural Equation Modeling–Partial Least Squares (SEM-PLS) berbantuan SmartPLS.
Temuan – Efikasi diri akademik berpengaruh positif dan signifikan terhadap manajemen waktu (β = 0,649; t = 12,067; p < 0,001), dan manajemen waktu berpengaruh negatif terhadap prokrastinasi akademik (β = −0,214; t = 2,541; p = 0,011). Pengaruh langsung tidak signifikan, namun pengaruh tidak langsung melalui manajemen waktu terbukti signifikan dan negatif (β = −0,139; t = 2,560; p = 0,011). Model menjelaskan 41,9% variasi manajemen waktu dan 2,5% variasi prokrastinasi akademik. Uji HTMT mengonfirmasi pembedaan konstruk yang bebas dari tumpang tindih pengukuran (HTMT = 0,142).
Implikasi – Intervensi menekan prokrastinasi tidak dapat hanya mengandalkan penguatan efikasi diri, melainkan harus diintegrasikan dengan pelatihan keterampilan manajemen waktu mahasiswa secara praktis.
Kebaruan – penelitian ini berfokus pada pengujian hubungan langsung efikasi diri terhadap prokrastinasi akademik, serta peran manajemen waktu sebagai perantara (intervening variable) pada mahasiswa.
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References
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Rozental, A., Forsström, D., Hussoon, A., & Klingsieck, K. B. (2022). Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. Frontiers in Psychology, 13, 783570. https://doi.org/10.3389/fpsyg.2022.783570
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Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. https://doi.org/10.1111/ap.12173 Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan kombinasi (mixed methods). Alfabeta.
Tang, Y., & Hew, K. F. (2022). Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: A quasi-experimental study. International Journal of Educational Technology in Higher Education, 19(1), 3. https://doi.org/10.1186/s41239-021-00306-6
Tian, Q., Mustapha, S., & Min, J. (2024). The Mediation Effect of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction of Chinese Local Technology University Undergraduates. Psychology Research and Behavior Management, Volume 17, 3779–3798. https://doi.org/10.2147/PRBM.S479189
Valente, S., Dominguez-Lara, S., & Lourenço, A. (2024). Planning Time Management in School Activities and Relation to Procrastination: A Study for Educational Sustainability. Sustainability, 16(16), 6883. https://doi.org/10.3390/su16166883
Wang, J., & Sun, Y. (2023). Time flies, but you’re in control: The mediating effect of self-control between time attitude and academic procrastination. BMC Psychology, 11(1), 393. https://doi.org/10.1186/s40359-023-01438-2
Wong, Z. Y., & Liem, G. A. D. (2022). Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions. Educational Psychology Review, 34(1), 107–138. https://doi.org/10.1007/s10648-021-09628-3
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–68. https://doi.org/10.1207/s15430421tip4102_2
Alves, P. R. S. D. S., Soares, A. B., & Jardim, M. E. D. M. (2024). Procrastination, time management and self-efficacy among university students. Psico-USF, 29, e272658. https://doi.org/10.1590/1413-8271202429e272658
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410. https://doi.org/10.1037/0022-0663.83.3.405
De La Fuente, J., Sander, P., Garzón-Umerenkova, A., Vera-Martínez, M. M., Fadda, S., & Gaetha, M. L. (2021). Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students. Frontiers in Psychology, 12, 602904. https://doi.org/10.3389/fpsyg.2021.602904
Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and Task Avoidance. Springer US. https://doi.org/10.1007/978-1-4899-0227-6
Fostervold, K. I., Ludvigsen, S., & Strømsø, H. I. (2022). Students’ time management and procrastination in the wake of the pandemic. Educational Psychology, 42(10), 1223–1240. https://doi.org/10.1080/01443410.2022.2102582
Gebresilase, B. M., Zhang, C., Ming, L., & Aldbyani, A. (2026). Passive social networking, peer group pressure and procrastination on academic tasks: Time management skill as a mediator and academic self-efficacy as a moderator. Acta Psychologica, 267, 107107. https://doi.org/10.1016/j.actpsy.2026.107107
Ghozali, I., & Kusumadewi, R. (2023). Partial Least Squares: Konsep, Teknik dan Aplikasi Menggunakan Program SmartPLS 4.0. Semarang: Badan Penerbit Universitas Diponegoro.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring the reasons and consequences of academic procrastination: An qualitative approach. European Journal of Psychology of Education, 28(3), 841–861. https://doi.org/10.1007/s10212-012-0145-x
Hair, J., & Alamer, A. (2022). Research Methods in Applied Linguistics Partial Least Squares Structural Equation Modeling ( PLS-SEM ) in second language and education research : Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–152. https://doi.org/10.2753/MTP1069-6679190202
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47(2), 116–124. https://doi.org/10.1177/0022219412439325
Khan, M. J., Siddique, K., Abbasi, S., Noor, A., & Batool, S. (2025). Procrastination and Academic Self-Efficacy Among University Students: Role of Time Management as a Mediator. Sociological Research And Innovation, 3(1), 180–197. https://doi.org/10.32350/sri.31.09
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915–931. https://doi.org/10.1016/j.cedpsych.2007.07.001
Klingsieck, K. B. (2013). Procrastination in psychology: A review of current research. European Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/18/103
Liu, G., Cheng, G., Hu, J., Pan, Y., & Zhao, S. (2020). Academic Self-Efficacy and Postgraduate Procrastination: A Moderated Mediation Model. Frontiers in Psychology, 11, 1752. https://doi.org/10.3389/fpsyg.2020.01752
Martín-Antón, L. J., Almedia, L. S., Sáiz-Manzanares, M.-C., Álvarez-Cañizo, M., & Carbonero, M. A. (2023). Psychometric properties of the academic procrastination scale in Spanish university students. Assessment & Evaluation in Higher Education, 48(5), 642–656. https://doi.org/10.1080/02602938.2022.2117791
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Rahimi, S., & Vallerand, R. J. (2021). The role of passion and self-efficacy in academic procrastination among university students. Journal of Happiness Studies, 22(5), 2119–2136. https://doi.org/10.1007/s10909-020-02542-0
Rozental, A., Forsström, D., Hussoon, A., & Klingsieck, K. B. (2022). Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. Frontiers in Psychology, 13, 783570. https://doi.org/10.3389/fpsyg.2022.783570
Salguero-Pazos, M. R., & Reyes-de-Cózar, S. (2023). Interventions to reduce academic procrastination: A systematic review. International Journal of Educational Research, 121, 102228. https://doi.org/10.1016/j.ijer.2023.102228
Schunk, D. H. (2005). Self-regulation, self-efficacy, and classroom learning. In Self-regulation and learning (pp. 71–99). Information Age Publishing.
Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In Handbook of motivation at school (pp. 35–53). Routledge.
Sirois, F. M., & Pychyl, T. A. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7(2), 115–127. https://doi.org/10.1111/spc3.12011
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. https://doi.org/10.1111/ap.12173 Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan kombinasi (mixed methods). Alfabeta.
Tang, Y., & Hew, K. F. (2022). Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: A quasi-experimental study. International Journal of Educational Technology in Higher Education, 19(1), 3. https://doi.org/10.1186/s41239-021-00306-6
Tian, Q., Mustapha, S., & Min, J. (2024). The Mediation Effect of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction of Chinese Local Technology University Undergraduates. Psychology Research and Behavior Management, Volume 17, 3779–3798. https://doi.org/10.2147/PRBM.S479189
Valente, S., Dominguez-Lara, S., & Lourenço, A. (2024). Planning Time Management in School Activities and Relation to Procrastination: A Study for Educational Sustainability. Sustainability, 16(16), 6883. https://doi.org/10.3390/su16166883
Wang, J., & Sun, Y. (2023). Time flies, but you’re in control: The mediating effect of self-control between time attitude and academic procrastination. BMC Psychology, 11(1), 393. https://doi.org/10.1186/s40359-023-01438-2
Wong, Z. Y., & Liem, G. A. D. (2022). Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions. Educational Psychology Review, 34(1), 107–138. https://doi.org/10.1007/s10648-021-09628-3
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–68. https://doi.org/10.1207/s15430421tip4102_2
Published
2026-10-31
How to Cite
Rahmadani, N., & Armiati, A. (2026). Pengaruh Efikasi Diri Terhadap Prokrastinasi Akademik Mahasiswa: Peran Mediasi Manajemen Waktu. Journal Economic Education, Business and Accounting, 5(2), 602-625. https://doi.org/10.35508/jeeba.v5i2.30442
Section
Articles
