Self-Efficacy as a Mediator: How Self-Regulated Learning and Family Support Reduce Academic Procrastination Among Indonesian English as a Foreign Language (EFL) Students?

Abstract

This study examines the mediating role of self-efficacy in the relationship between self-regulated learning (SRL), family social support, and academic procrastination among Indonesian vocational students. Data were collected from 118 students at Vocational High School (SMK) through validated scales measuring SRL, family support (FS), self-efficacy (SE), and academic procrastination (AP). Structural Equation Modeling (SEM) analysis revealed that both SRL and family social support significantly enhance students’ self-efficacy, which in turn reduces academic procrastination. Additionally, SRL and family support directly decrease procrastination. The mediating effect of selfefficacy was also significant, albeit modest, for both SRL and family support. The findings support the development of culturally responsive interventions that promote learner autonomy and family-based academic scaffolding to reduce procrastination in skill-based education. The study contributes to the literature by integrating cognitive, affective, and sociocultural perspectives, offering practical insights for educators and policymakers in vocational education contexts.

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