Metacognition and Learning

, Volume 12, Issue 3, pp 381–399 | Cite as

Examining the relations of time management and procrastination within a model of self-regulated learning

  • Christopher A. WoltersEmail author
  • Sungjun Won
  • Maryam Hussain


The primary goal of this study was to investigate whether college students’ academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of self-regulated learning, time management, and procrastination. Results of regression analyses indicated that self-efficacy and metacognitive strategies initially were significant predictors of traditional and active forms of procrastination. Incorporating time management in the analyses increased the amount of the variance explained and, even in the presence of the motivation and strategy variables, time management emerged as an important predictor of both traditional and active forms of procrastination. Findings support the conclusion that academic time management is a key aspect of self-regulated learning and, as such, it can be useful for understanding the extent to which college students procrastinate when doing their academic work.


Self-regulation Procrastination Motivation Time management College 


Compliance with ethical standards

Conflict of interest

The authors declare that they have no conflict of interest pertaining to this study or manuscript. As well, the research reported here was conducted in accordance with the ethical guidelines of the American Psychological Association.


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Copyright information

© Springer Science+Business Media, LLC 2017

Authors and Affiliations

  1. 1.Dennis Learning Center, Department of Educational StudiesThe Ohio State UniversityColumbusUSA
  2. 2.University of DelawareNewarkUSA

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