SELF-REGULATION AS A FACTOR OF ACADEMIC MOTIVATION AND OVERCOMING PROCRASTINATION AMONG STUDENTS IN CONDITIONS OF UNCERTAINTY

Abstract

The article presents the results of an empirical study on the impact of self-regulation on motivation and procrastination among students in conditions of uncertainty. The relevance of the problem is driven by increasing social, economic, and educational instability, which intensifies psychological tension and complicates the processes of professional and personal development. In such circumstances, an individual’s ability to consciously organize their activities, regulate emotional states, and maintain goal-oriented activity becomes particularly significant. Self-regulation is viewed as an integrative personality construct that ensures goal setting, planning, action programming, results monitoring, and behavioral correction in response to changing external circumstances. Insufficient development of self-regulation may contribute to decreased academic motivation and an increased tendency toward procrastination, especially in situations of uncertainty and information overload. The study aimed to identify the nature of the relationships between indicators of self-regulation, motivation, and procrastination, as well as to determine the predictive role of selfregulation regarding students’ motivational and behavioral manifestations. The study involved 50 studentaged respondents. Empirical data collection was conducted remotely via the Google Forms platform using standardized psychodiagnostic methods. Statistical analysis included correlation and regression analysis, which allowed for establishing the strength and direction of the relationships and determining the contribution of self-regulation to explaining the variance in motivation and procrastination. The results demonstrated statistically significant links between the variables: higher levels of self-regulation are associated with increased intrinsic motivation and decreased procrastination. The practical significance of the work lies in the potential use of the results for developing psychological support programs and enhancing students’ selfregulation skills in conditions of uncertainty.