Unpacking self-regulation’s buffering effect on academic procrastination and mathematics performance

Abstract

This research assessed the moderating role of self-regulation in the relationship between academic procrastination and mathematics performance among grade 10 students at Lapu-Lapu City, Cebu, Philippines. Using a descriptive correlational design, data were collected from 862 students through multidimensional academic procrastination scale (MAPS-15), self-regulation formative questionnaire, and first-quarter grades in mathematics. Treatment of data includes descriptive measures, Pearson’s r, and multiple regression analysis. The results revealed moderate academic procrastination levels, high levels of self-regulation, and very satisfactory math performance. Academic procrastination was significantly and negatively correlated with mathematics achievement, while self-regulation buffered its adverse effects Hence, these results underscore the need for interventions that foster self-regulation and reduce academic procrastination through structured workshops, teacher support, and institutional programs to enhance students’ mathematics performance and engagement.