Profile of College Students' Academic Self-Control
Abstract
Objective: This study analyzes university students' academic self-control profiles in Surabaya City, Indonesia. Methods: The survey included the research method with a sample of 517 students. The data collection technique used a student response questionnaire. After that, quantitative descriptions were employed to assess the data and show the study outcomes. Results: The findings of the analysis demonstrate that students' academic self-control falls into the high range. Thus, students with good academic self-control will be able to control behavior consciously to choose goals, suppress urges, resist temptations, delay satisfaction, and control and regulate their emotions in academic goals. Novelty: The novel mapping of self-control focused on academics among university students makes this study innovative. Since academic procrastination is closely related to academic self-control, this mapping supports lecturers in reducing academic procrastination. Students can fully achieve academic and non-academic aims possible.
Abstract View: 547 
PDF Download: 642
Similarity Check Download: 31
References
A’yunina, H., & Abdurrohim. (2019). Hubungan antara stres akademik dan motivasi berprestasi dengan prokrastinasi akademik pada mahasiswa universitas islam sultan agung semarang. Konferensi Ilmiah Mahasiswa Unissula (KIMU), 2, 889–897.
Asani, F. R. (2023). The role of self-control on academic procrastination: A literature review. Waiheru, 9(1), 45–50. https://doi.org/10.47655/12WAIHERU.V9I1.108 DOI: https://doi.org/10.47655/12waiheru.v9i1.108
Bai, Y., Wang, J., Huo, Y., & Huo, J. (2023). The desire for self-control and academic achievement: the mediating roles of self-efficacy and learning engagement of sixth-grade Chinese students. Current Psychology, 42, 21945–21953. https://doi.org/10.1007/s12144-022-03275-9 DOI: https://doi.org/10.1007/s12144-022-03275-9
Boat, R., & Cooper, S. B. (2019). Self-control and exercise: A review of the bi-directional relationship. Brain Plasticity, 5(1), 97. https://doi.org/10.3233/BPL-190082 DOI: https://doi.org/10.3233/BPL-190082
Büyük, H., Ögülmüs, S., & Kapçi, E. G. (2020). Academic self-control scale for secondary school students: Validity and reliability study. Turkish Journal of Education, 9(4), 290–306. https://doi.org/10.19128/turje.778117 DOI: https://doi.org/10.19128/turje.778117
Cavanagh, S. R., Lang, J. M., Birk, J. L., Fulwiler, C. E., & Urry, H. L. (2021). A multicourse, multisemester investigation of the impact of cognitive reappraisal and mindfulness instruction on short- and long-term learning in the college classroom. Scholarship of Teaching and Learning in Psychology, 7(1), 14–38. https://doi.org/10.1037/stl0000174 DOI: https://doi.org/10.1037/stl0000174
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17–40. https://doi.org/10.1080/00220485.2020.1845266 DOI: https://doi.org/10.1080/00220485.2020.1845266
Chiesi, F., Bonacchi, A., Lau, C., Tosti, A. E., Marra, F., & Saklofske, D. H. (2020). Measuring self-control across gender, age, language, and clinical status: A validation study of the Italian version of the brief self- control scale (BSCS). PLoS ONE, 15(8), 1-11. https://doi.org/10.1371/JOURNAL.PONE.0237729 DOI: https://doi.org/10.1371/journal.pone.0237729
de Ridder, D., van der Weiden, A., Gillebaart, M., Benjamins, J., & Ybema, J. F. (2020). Just do it: Engaging in self-control on a daily basis improves the capacity for self-control. Motivation Science, 6(4), 309–320. https://doi.org/10.1037/mot0000158 DOI: https://doi.org/10.1037/mot0000158
Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373–399. https://doi.org/10.1146/annurev-psych-010418 DOI: https://doi.org/10.1146/annurev-psych-010418-103230
Dumciene, A., & Sipaviciene, S. (2021). The role of gender in association between emotional intelligence and self-control among university student-athletes. International Journal of Environmental Research and Public Health, 18(22), 1-10. https://doi.org/10.3390/IJERPH182211819 DOI: https://doi.org/10.3390/ijerph182211819
Germano, G., & Brenlla, M. E. (2021). Effects of time perspective and self-control on psychological distress: A cross-sectional study in an Argentinian sample. Personality and Individual Differences, 171, 1-11. https://doi.org/10.1016/J.PAID.2020.110512 DOI: https://doi.org/10.1016/j.paid.2020.110512
Hamama, L., & Hamama-Raz, Y. (2019). Meaning in life, self-control, positive and negative affect: Exploring gender differences among adolescents. Youth & Society, 53(5), 699–722. https://doi.org/10.1177/0044118X19883736 DOI: https://doi.org/10.1177/0044118X19883736
Koç, H., Şimşir Gökalp, -Zeynep, & Research, O. (2023). Understanding the relationship between self-control and grit: The mediating role of academic motivation and attention control. International Journal of Modern Education Studies, 7(1), 202-212. https://doi.org/10.51383/ijonmes.2023.311 DOI: https://doi.org/10.51383/ijonmes.2023.311
Lee, M., Bong, M., & Kim, S. (2021). Effects of achievement goals on self-control. Contemporary Educational Psychology, 67, 1-12. https://doi.org/https://doi.org/10.1016/j.cedpsych.2021.102000 DOI: https://doi.org/10.1016/j.cedpsych.2021.102000
Li, C., Song, Y., Wang, Q., & Zhang, B. (2022). How does self-control affect academic achievement of adolescents? The dual perspectives of teacher-student relationship and mastery approach goals. Youth and Society, 54(8), 1402–1418. https://doi.org/10.1177/0044118X211030949 DOI: https://doi.org/10.1177/0044118X211030949
Li, J.-B., Bi, S.-S., Willems, Y. E., & Finkenauer, C. (2020). The association between school discipline and self-control from preschoolers to high school students: A three-level meta-analysis. Review of Educational Research, 91(1), 73–111. https://doi.org/10.3102/0034654320979160 DOI: https://doi.org/10.3102/0034654320979160
Ma, Y., Yang, X. M., Hong, L., & Tang, R. J. (2022). The influence of stress perception on academic procrastination in postgraduate students: The role of self-efficacy for self-regulated learning and self-control. International Journal of Digital Multimedia Broadcasting, 1-11. https://doi.org/10.1155/2022/6722805 DOI: https://doi.org/10.1155/2022/6722805
Marliyah, L., Novera, D. A., Handayani, D. A. K., Abdillah, F., & Kasidi, K. (2020). The relationship between academic procrastination and self-control in entrepreneurship education. Universal Journal of Educational Research, 8(12), 8471–8477. https://doi.org/10.13189/UJER.2020.082656 DOI: https://doi.org/10.13189/ujer.2020.082656
Martin, R. D., Kennett, D. J., & Hopewell, N. M. (2019). Examining the importance of academic-specific self-compassion in the academic self-control model. The Journal of Social Psychology, 159(6), 676–691. https://doi.org/10.1080/00224545.2018.1555128 DOI: https://doi.org/10.1080/00224545.2018.1555128
Melhem, M. A. (2022). Prediction of academic self-handicapping based on self-control among university students. Cypriot Journal of Educational Sciences, 17(1), 134–147. https://doi.org/10.18844/cjes.v17i1.6691 DOI: https://doi.org/10.18844/cjes.v17i1.6691
Nielsen, K. S., Bauer, J. M., & Hofmann, W. (2020). Examining the relationship between trait self-control and stress: Evidence on generalizability and outcome variability. Journal of Research in Personality, 84, 1-10. https://doi.org/10.1016/J.JRP.2019.103901 DOI: https://doi.org/10.1016/j.jrp.2019.103901
Nuriyyatiningrum, N. A. H., Zikrinawati, K., Lestari, P., & Madita, R. (2023). Quality of life of college students: The effects of state anxiety and academic stress with self-control as a mediator. Psikohumaniora, 8(1), 87–102. https://doi.org/10.21580/PJPP.V8I1.14733 DOI: https://doi.org/10.21580/pjpp.v8i1.14733
Oliva, A., Antolín-Suárez, L., & Rodríguez-Meirinhos, A. (2019). Uncovering the link between self-control, age, and psychological maladjustment among Spanish adolescents and young adults. Psychosocial Intervention, 28(1), 49–55. https://doi.org/10.5093/PI2019A1 DOI: https://doi.org/10.5093/pi2019a1
Pala, Ş. M., & Başıbüyük, A. (2023). the predictive effect of digital literacy, self-control and motivation on the academic achievement in the science, technology and society learning. Technology, Knowledge and Learning, 28, 369–385. https://doi.org/10.1007/s10758-021-09538-x DOI: https://doi.org/10.1007/s10758-021-09538-x
Przepiórka, A., Błachnio, A., & Siu, N. Y. F. (2019). The relationships between self-efficacy, self-control, chronotype, procrastination and sleep problems in young adults. Chronobiology International, 36(8), 1025–1035. https://doi.org/10.1080/07420528.2019.1607370 DOI: https://doi.org/10.1080/07420528.2019.1607370
Ramos, S. L., & Meador, A. (2023). College students’ grit, autonomous learning, and well-being: Self-control as a mediator. Psychology in the Schools, 60(1), 53–77. https://doi.org/10.1002/pits.22760 DOI: https://doi.org/10.1002/pits.22760
Sarirah, T., Dorma, D., & Sihombing, S. (2022). Self-control and procrastination during the covid-19 pandemic. Proceedings of the 3rd Borobudur International Symposium on Humanities and Social Science 2021 (BIS-HSS 2021), 3–7. https://doi.org/10.2991/978-2-494069-49-7_2 DOI: https://doi.org/10.2991/978-2-494069-49-7_2
Schmidt, F. T. C., Lindner, C., Etzel, J. M., & Retelsdorf, J. (2020). Self-control outdoes fluid reasoning in explaining vocational and academic performance—but does it? Frontiers in Psychology, 11, 1–13. https://doi.org/10.3389/fpsyg.2020.00757 DOI: https://doi.org/10.3389/fpsyg.2020.00757
Shaked, L., & Altarac, H. (2022). Exploring academic procrastination: Perceptions, self-regulation, and consequences. Journal of University Teaching and Learning Practice, 19(3), 1-11. https://doi.org/10.53761/1.19.3.15 DOI: https://doi.org/10.53761/1.19.3.14
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How study environments foster academic procrastination: Overview and recommendations. Frontiers in Psychology, 11, 1–13. https://doi.org/10.3389/fpsyg.2020.540910 DOI: https://doi.org/10.3389/fpsyg.2020.540910
Tetering, M. A. J. van, van der Laan, A. M., de Kogel, C. H., de Groot, R. H. M., & Jolles, J. (2020). Sex differences in self-regulation in early, middle and late adolescence: A large-scale cross-sectional study. PloS One, 15(1), 1-10. https://doi.org/10.1371/JOURNAL.PONE.0227607 DOI: https://doi.org/10.1371/journal.pone.0227607
Wijaya, H. E., & Tori, A. R. (2018). Exploring the role of self-control on student procrastination. International Journal of Research in Counseling and Education, 1(2), 13-25. https://doi.org/10.24036/003ZA0002 DOI: https://doi.org/10.24036/003za0002
Yang, Q., van den Bos, K., & Li, Y. (2021). Intolerance of uncertainty, future time perspective, and self-control. Personality and Individual Differences, 177, 1-12. https://doi.org/10.1016/J.PAID.2021.110810 DOI: https://doi.org/10.1016/j.paid.2021.110810
Zhao, J., Meng, G., Sun, Y., Xu, Y., Geng, J., & Han, L. (2021). The relationship between self-control and procrastination based on the self-regulation theory perspective: The moderated mediation model. Current Psychology, 40(10), 5076–5086. https://doi.org/10.1007/S12144-019-00442-3 DOI: https://doi.org/10.1007/s12144-019-00442-3
Copyright (c) 2024 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 547 times
PDF downloaded = 642 times
Similarity Check downloaded = 31 times
