The Role of Self-Regulatory Learning, Religiosity, and Parental Social Support with Student Academic Procrastination in Distance Learning

The Covid-19 pandemic has forced all face-to-face learning processes to be replaced by distance methods or online. impact of is difficulties and decreased motivation that affect task submission. In completing coursework, an attitude likes procrastinate called procrastination. This study aims examine the relationship self-regulation in learning, religiosity, parental social support student academic uses quantitative with non-experiments. sampling technique used simple random subject 408 college students. measuring instrument this was modified four scales, namely Motivated Strategies for Learning Questionnaire (MSLQ), Academic Procrastination Scale (APS), Centrality Religiosity (CRS), Parental Social Support Scale. Data analysis multiple regression method assisted SPSS program. results showed there a simultaneous between religiosity procrastination learning. F value 37,585, R 0.467 p = 0.000 ( 0.05). influenced support. contribution 17.4%.