TITLE:
Key Factors in Academic Achievement: The Impact of Procrastination, Volitional Control, and Self-Regulated Learning
AUTHORS:
Abílio Afonso Lourenço, Maria Olímpia Almeida Paiva
KEYWORDS:
Academic Achievement, Self-Regulation, Volitional Control Strategies, Procrastination, Basic Education
JOURNAL NAME:
Creative Education,
Vol.16 No.2,
February
21,
2025
ABSTRACT: The recent report from the Programme for International Student Assessment (PISA) has highlighted a concerning lack of engagement and motivation among students globally, resulting in persistently low competencies across various areas of study. This finding highlights a growing concern and the urgency of implementing effective solutions. In the educational context, social-cognitive theory investigates the processes of self-regulated learning, which involves the ability to manage and master crucial factors for high-quality learning and, consequently, academic success. Reducing academic procrastination and using volitional control strategies are also considered essential for achieving good academic outcomes. This study aimed to analyze, using structural equation modelling, the relationship between self-regulation, volitional control strategies, and students’ academic achievement, while also investigating the role of academic procrastination. The sample consisted of 805 students (Mage = 13.1) from the 3rd cycle of basic education (7th, 8th, and 9th grades) in Portuguese schools. The results revealed that students exhibiting higher levels of self-regulation not only achieve better academic achievement but also more frequently employ volitional control strategies. Conversely, those displaying high levels of academic procrastination in their school activities show a reduced capacity to self-regulate their learning. Understanding these factors is vital for promoting educational quality and developing autonomous and competent students. Students who value their academic tasks and implement self-regulation strategies while effectively utilizing volitional strategies are likely closer to achieving academic excellence. Some educational implications are also discussed.