Саморегуляция как способ преодоления прокрастинации школьников

Abstract

The article addresses the relevant issue of procrastination and its relationship with self-regulation skills. Procrastination, often triggered by an inability to effectively manage one’s emotions and behavior, can lead to increased stress, anxiety, and lowered self-esteem. In today’s world, where efficiency and time management are highly valued, procrastination becomes a serious obstacle to achieving goals. The main aim of the study is to explore the influence of self-regulation on pupils’ ability to overcome procrastination. The article analyzes existing theoretical approaches to self-regulation, including theories by Albert Bandura and other leading scholars, and their connection to procrastination. Empirical research confirms that developing self-regulation skills - such as planning, mindfulness, and cognitive restructuring - significantly reduces procrastination levels. Pupils with stronger self-regulation skills show better academic performance, motivation, and productivity. The article presents practical recommendations for educators and psychologists: planning and structuring tasks, which allows breaking large assignments into smaller ones, thereby reducing stress levels; implementing mindfulness practices to improve emotion regulation and concentration; applying cognitive restructuring to replace negative beliefs with positive ones, which contributes to increasing motivation; and teaching self-regulation skills through training and courses. The implementation of these recommendations can significantly help reduce procrastination and enhance academic performance.