The Effectiveness of Self-regulation Skills in Dimensions of Perceived Competence and Academic Procrastination among Female Students

The present study aimed to determine the effectiveness of self-regulation skills in dimensions of perceived competence and academic procrastination among female students. This study was a quasi-experimental study and was performed as a pretest-posttest with a control group. The study population included female high school students of the second District in Tabriz in the academic year 2020-2021. Using purposeful sampling, and through the Perceived Competence and Procrastination scales, 30 subjects were selected and randomly assigned to the experimental and control groups (15 subjects in each group). Both groups were assessed by the Harter Perceived Competence Scale (PCS, 1982) and the Savari Procrastination Scale (APS, 2011) both in pretest and posttest. The experimental group received ninety-minute sessions of self-regulation strategies for eight weeks, but the control group received no training. The results of multivariate analysis of covariance showed that activity in self-regulated learning strategies significantly increased students' perceived competence and reduced academic procrastination (F=42.35, p>0.05). Consequently, self-regulation strategies can be used as an effective method to increase dimensions of perceived competence and reduce academic procrastination among female students.