Parental Support and Academic Procrastination among University Students: The Mediating Roles of Autonomous Motivation and Adversity Quotient
DOI:
https://doi.org/10.30872/nwk68k16Abstract
Procrastination in academic settings continues to pose a significant challenge across tertiary education and is influenced by social and psychological factors. The present investigation sought to explore the mediating function of autonomous motivation and the adversity quotient within the connection linking perceived parental social support to procrastination behavior among university learners. Employing a quantitative cross-sectional design, the study surveyed 156 undergraduate students enrolled in the Computer Systems program at Universitas Putra Indonesia YPTK Padang, recruited through purposive sampling. Standardized and validated instruments were administered to assess parental social support, autonomous motivation, the adversity quotient, and academic procrastination. The hypothesized structural model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) conducted via SmartPLS 3. The findings revealed that parental social support exerted a significant negative direct influence on academic procrastination and showed significant positive associations with both autonomous motivation and the adversity quotient. Both mediators also significantly and negatively predicted procrastination and partially mediated the relationship between parental social support and academic procrastination. These results imply that parental support may attenuate students' procrastination tendencies through both direct and indirect pathways. The investigation enriches the existing scholarship by integrating Self-Determination Theory with resilience-oriented perspectives within a dual-mediation model and underscores the importance of familial and institutional support in strengthening students' academic self-regulation.
Perilaku prokrastinasi di lingkungan akademik masih menjadi tantangan Perilaku prokrastinasi akademik masih menjadi tantangan dalam pendidikan tinggi dan dipengaruhi oleh faktor sosial dan psikologis. Penelitian ini bertujuan menguji peran mediasi motivasi otonom dan adversity quotient dalam hubungan antara dukungan sosial orang tua dan prokrastinasi akademik mahasiswa. Penelitian menggunakan desain kuantitatif cross-sectional dengan melibatkan 156 mahasiswa Program Studi Sistem Komputer Universitas Putra Indonesia YPTK Padang yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan instrumen tervalidasi untuk mengukur dukungan sosial orang tua, motivasi otonom, adversity quotient, dan prokrastinasi akademik. Model struktural diuji menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) melalui SmartPLS 3. Hasil menunjukkan bahwa dukungan sosial orang tua berpengaruh negatif signifikan terhadap prokrastinasi akademik serta berpengaruh positif signifikan terhadap motivasi otonom dan adversity quotient. Kedua mediator berpengaruh negatif signifikan terhadap prokrastinasi akademik dan memediasi secara parsial hubungan tersebut. Temuan ini menunjukkan bahwa dukungan orang tua dapat mengurangi prokrastinasi melalui jalur langsung maupun tidak langsung. Penelitian ini berkontribusi pada literatur dengan mengintegrasikan Self-Determination Theory dan perspektif resiliensi dalam model mediasi ganda, serta menegaskan pentingnya dukungan keluarga dan institusi dalam memperkuat regulasi diri akademik mahasiswa.
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