Study of the Relationship Between Self-Regulation and Academic Procrastination Among University Students in Kogi State

Academic procrastination is a widespread challenge among university students that undermines academic performance, and its relationship to self-regulatory capacity is theoretically important but empirically underexplored in North Central Nigerian university contexts. This study examined the relationship between self-regulation and academic procrastination among undergraduates at Federal University Lokoja, Kogi State. A correlational survey was conducted among 280 second and third year students from five faculties using stratified random sampling. The Self-Regulation Questionnaire and the Academic Procrastination Scale were administered. Pearson correlation and multiple regression were applied. Results showed a significant negative relationship between self-regulation and procrastination (r = -0.61, p < 0.001). Goal setting (beta = -0.44, p < 0.001) and self-monitoring (beta = -0.39, p < 0.001) were the strongest self-regulation predictors of reduced procrastination. Over half of respondents (54.6 percent) reported procrastinating on major assignments regularly. Students in their first year showed higher procrastination scores than those in third year. Male students showed slightly higher procrastination rates than females, though this was not statistically significant after controlling for faculty. Only 21.4 percent had engaged with any form of academic skills support. The study recommends self-regulation coaching programmes delivered by university counselling services, time management workshops, and peer accountability systems to reduce academic procrastination among Federal University Lokoja students. Keywords: self-regulation, academic procrastination, university students, Kogi State, academic counselling