Adiyono Adiyono

Sekolah Tinggi Ilmu Tarbiyah Ibnu Rusyd Tanah Grogot, Paser, Indonesia

Sri Nurhayati

Community Education Postgraduate Program IKIP Siliwangi, Indonesia

Nur Muti’ah

STIS Hidayatullah Balikpapan, East Kalimantan, Indonesia

Abdurrohim Abdurrohim

STIS Hidayatullah Balikpapan, East Kalimantan, Indonesia

Ellina Rienovita

Universitas Pendidikan Indonesia, Indonesia

Silvia Arianti

Universitas PGRI Palangka Raya, Indonesia

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.

Keywords

Self-regulated learning, social family support, self-efficacy, academic procrastination, student motivation, psychological factors, structural equation modeling (SEM)