PENGARUH MANAJEMEN WAKTU DAN DUKUNGAN SOSIAL TERHADAP PROKRASTINASI AKADEMIK PADA MAHASISWA BENTARA CAMPUS ANGKATAN 2022-2025
DOI:
https://doi.org/10.46975/49wk8730Keywords:
Procrastination, Time Management, Social Support, Academic, StudentsAbstract
Background: Procrastination is the behavior of intentionally delaying the completion of a task despite the individual being aware of the negative impact of such behavior. Time management and social support are internal and external factors suspected to influence academic procrastination. The ability to manage time effectively helps students prioritize and improve self-control, thereby minimizing the tendency to procrastinate. Social support from family, peers, and the campus environment plays a role in providing emotional support and academic motivation. Research purposes: This study is to determine the influence of time management, social support and both time management and social support on academic procrastination of Bentara Campus students. Novelty: This study aims to determine the simultaneous influence of time management and social support on academic procrastination of Bentara Campus students. Research methodology: This study uses a quantitative approach with a survey method to examine the relationships and influences between numerically measured variables. The research design used was a correlational study to determine the effect of time management and social support on academic procrastination among Bentara Campus students. Data were obtained through a questionnaire distributed to 39 respondents, Bentara Campus students from the 2022–2025 intake. Findings: Time management has been shown to significantly influence academic procrastination. This can be seen from the sig(t) value = 0.074 < 0.05. Social support has been shown to significantly influence academic procrastination. This can be seen from the sig(t) value = 0.001 < 0.05. In a simultaneous test, time management and social support have a significant influence on academic procrastination. This can be seen from the sig(F) value = 0.001 < 0.005. Conclusion: This research provides implications that interventions to reduce academic procrastination need to be carried out comprehensively through the development of time management skills accompanied by strengthening self-regulation, as well as the creation of social support that is constructive, targeted, and supports student autonomy in completing academic tasks.
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