Keterlibatan Kepemimpinan dan Penundaan Akademik: Studi Prokrastinasi di Antara Aktivis Mahasiswa di Pendidikan Tinggi
Main Article Content
Penelitian ini dilatarbelakangi oleh meningkatnya fenomena penundaan akademik di kalangan mahasiswa yang aktif dalam organisasi kemahasiswaan, di mana keterlibatan dalam peran kepemimpinan berpotensi menimbulkan konflik peran antara tanggung jawab akademik dan organisasi. Tujuan penelitian ini adalah untuk menganalisis hubungan antara keterlibatan kepemimpinan mahasiswa dan perilaku prokrastinasi akademik di pendidikan tinggi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain cross-sectional explanatory. Data dikumpulkan melalui kuesioner terstruktur yang mengukur keterlibatan kepemimpinan dan tingkat prokrastinasi akademik pada mahasiswa aktivis organisasi. Analisis data dilakukan menggunakan uji korelasi dan regresi linier untuk mengetahui hubungan antar variabel penelitian. Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara keterlibatan kepemimpinan dan prokrastinasi akademik, yang mengindikasikan bahwa semakin tinggi keterlibatan mahasiswa dalam organisasi, semakin tinggi kecenderungan menunda tugas akademik. Temuan ini dijelaskan melalui role conflict theory dan self-regulation theory, yang menunjukkan bahwa keterbatasan sumber daya pengaturan diri dan konflik peran menjadi faktor utama perilaku tersebut. Kesimpulannya, keterlibatan kepemimpinan memiliki dampak ganda terhadap mahasiswa, yaitu pengembangan diri sekaligus peningkatan risiko prokrastinasi akademik.
Keywords:
academic procrastination, student leadership, student activists, higher education, role conflicts
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Elhusseini, S. A. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning, 17(3), 1117–1139. https://doi.org/10.1007/s11409-022-09311-0
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Fan, J., Cheng, Y., Tang, M., Huang, Y., & Yu, J. (2024). The mediating role of ego depletion in the relationship between state anxiety and academic procrastination among University students. Scientific Reports, 1–11. https://doi.org/10.1038/s41598-024-66293-6
Feng, F., & Lei, W. (2022). Data driven identification and cause diagnosis of online academic procrastination in vocational colleges. Proceedings of the 6th International Conference on Education and Multimedia Technology, 70–77.
Gottfried, A. E. (2023). Intrinsic motivation and goals. In Encyclopedia of Mental Health (pp. V2-303-V2-311). Elsevier. https://doi.org/10.1016/B978-0-323-91497-0.00022-9
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J., V.-B. (2021). Academic Procrastination and Anxiety in University Students of Initial Education of Apurimac. Health Education and Health Promotion, 9(5), 455–459.
Lange, C., Costley, J., & Han, S. (2017). The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment. 18(5).
Levy-Schulman, H. (2025). Looking at cognitive dissonance and motivational conflicts through the lens of the interplay between self-regulation and motivation. In Handbook of Experimental Social Psychology (pp. 25–41). Edward Elgar Publishing Ltd. https://doi.org/10.4337/9781035310661.00008
Louis, P. P., Hernando, A., & Antonio, J. (2025). Gestión del compromiso estudiantil?: de la percepción de los directivos a la percepción de los estudiantes. 112.
Makananise, F. O. (2023). Student learning experiences with online learning management systems and digital media technology at a South African rural-based university (pp. 31–50). https://doi.org/10.4018/978-1-6684-8282-7.ch002
Martinie, M.-A. (2023). Predictors of procrastination in first-year university students: role of achievement goals and learning strategies. Social Psychology of Education, 26(2), 309–331. https://doi.org/10.1007/s11218-022-09743-1
McCarron, G. P. (2025). An exploratory study of the relationship between college student activists’ labor and their subjective well-being: Perspectives from a U.S. Institution. Journal of American College Health, 73(6), 2747–2756.
Melo, T. G. De. (2020). Academic Procrastination?: Relationships with Support from the Environment and Self-Leadership Procrastinação Acadêmica?: Relações com o Suporte do Ambiente e Autoliderança Procrastinación Académica?: Relaciones con el Soporte del Ambiente y Autolideranza. 30, 1–9.
Monroy, F., & González-geraldo, J. L. (2022). DEVELOPMENT OF A PROCRASTINATION SCALE IN SPANISH AND MEASUREMENT OF EDUCATION STUDENTS ’ PROCRASTINATION LEVELS Diseño de una escala de procrastinación en español y medición de los niveles de procrastinación de estudiantes de educación. 74(2), 63–76. https://doi.org/10.13042/Bordon.2022.93054
Morosanova, V. I., Bondarenko, I. N., & Fomina, T. G. (2022). Conscious Self-regulation , Motivational Factors , and Personality Traits as Predictors of Students ’ Academic Performance?: A Linear Empirical Model. 15(4).
Morris-Compton, D. (2025). College Student Service and Social Responsibility Perspectives as Predictors of Social Change Behaviors. College Teaching. https://doi.org/10.1080/87567555.2025.2471070
Nnubia, U. I. (2024). Exploring family and academic role conflict among undergraduate students of the University of Nigeria. Higher Education, 88(2), 661–681. https://doi.org/10.1007/s10734-023-01137-2
Patzak, A. (2025). From Research to Practice: Facilitating Time Management Instruction in Higher Education. College Teaching. https://doi.org/10.1080/87567555.2025.2495681
Perez, G. (2023). learning strategies?: A multi-center qualitative study Faculty Perceptions of Health Professional Students ’ Hybrid-Online Learning Strategies?: A Multi-Center Qualitative Study. 9(2). https://doi.org/10.55890/2452-3011.1040
Ragusa, A., González-bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Minguez-minguez, L. A., & Fernandez-ortega, C. (2023). Effects of academic self-regulation on procrastination , academic stress and anxiety , resilience and academic performance in a sample of Spanish secondary school students. February, 1–8. https://doi.org/10.3389/fpsyg.2023.1073529
Review, A. S. (2023). Academic Procrastination in Children and Adolescents?: A Scoping Review.
Schwartzman, R., Simon, J. M., & Hyman, C. Z. (2023). Confronting Conundrums of Care in College Student Advising. 356–363.
Serrano-mendizábal, M., & Miragall, M. (n.d.). THE PROTECTIVE ROLE OF INTRINSIC MOTIVATION , SELF-EFFICACY , AND SELF-REGULATION STRATEGIES AGAINST PROCRASTINATION AND THE PROTECTIVE ROLE OF INTRINSIC MOTIVATION , SELF-EFFICACY , AND SELF-REGULATION STRATEGIES AGAINST PROCRASTINATION AND. 3, 1–14.
Swecker, H. K. (2023). CRITICAL CONVERSATION EIGHT: ADVICE FOR ADVISERS (pp. 238–243). Taylor and Francis. https://doi.org/10.4324/9781003443131-28
Tabvuma, V. (2022). Transitioning from in person to online learning during a pandemic: an experimental study of the impact of time management training. Higher Education Research and Development, 41(7), 2441–2457. https://doi.org/10.1080/07294360.2021.2010665
Tallman, B. (2021). How Do Human Interaction Labs Contribute to Engineering Leadership Development Growth?
Tao, X., Hanif, H., & Lieqin, W. (2025). The effects of self-regulated learning strategies on academic procrastination and academic success among college EFL students in China. July, 1–16. https://doi.org/10.3389/fpsyg.2025.1562980
Thomas, C. L., Tagler, M. J., & Thomas, C. L. (2019). Predicting Academic Help-Seeking Intentions Using the Reasoned Action Model. 4(June), 1–10. https://doi.org/10.3389/feduc.2019.00059
Valencia, R. A. M. (2022). Solutions and consequences of synchronous remote teaching and types of asynchronous communication. Human Review. International Humanities Review / Revista Internacional de Humanidades, 11(Monografico). https://doi.org/10.37467/revhuman.v11.4025
Vink, M., Edward, T., Geeraerts, S., Pas, P., Bos, D., Hofstee, M., Durston, S., & Vollebergh, W. (2020). Developmental Cognitive Neuroscience Towards an integrated account of the development of self-regulation from a neurocognitive perspective?: A framework for current and future longitudinal multi-modal investigations. Developmental Cognitive Neuroscience, 45(July), 100829. https://doi.org/10.1016/j.dcn.2020.100829
Wang, Y., Gao, H., Liu, J., & Fan, X. (2021). Academic procrastination in college students?: The role of self-leadership. Personality and Individual Differences, 178(March), 110866. https://doi.org/10.1016/j.paid.2021.110866
Wu, W. (2024). The effect of supervisors ’ ethical leadership on graduate students ’ academic procrastination in China?: a moderated mediation model. August, 1–15. https://doi.org/10.3389/feduc.2024.1406260
Zheng, Q. (2024). The relationship between academic motivation and academic performance of elementary school students?: The mediation role of academic procrastination. 481–490. https://doi.org/10.1201/9781032676043-67
Asfahani, A. M. (2022). The impact of role conflict on turnover intention among faculty members?: A moderated mediation model of emotional exhaustion and workplace relational conflict. December, 1–11. https://doi.org/10.3389/fpsyg.2022.1087947
Barnett, R. C. (2015). Role theory perspectives on work and family (pp. 209–222). Taylor and Francis. https://doi.org/10.4324/9780203885383-19
C., M. (2024). Exploring the Benefits of NSS Participation for Undergraduates in Indian Universities: A Case Study. Journal of Engineering Education Transformations, 38(1), 229–242. https://doi.org/10.16920/jeet/2024/v38is1/24237
Conner, J. O. (2022). Applying experiential learning theory to student activism. Journal of Further and Higher Education, 46(9), 1229–1242. https://doi.org/10.1080/0309877X.2022.2061843
Creary, S. J. (2016). Role Conflict, Role Overload, and Role Strain (pp. 1–6). wiley. https://doi.org/10.1002/9781119085621.wbefs012
Earnest, D. (2025). Time Literacy: Academic Support for Neurodivergent Students in Higher Education. Cognition and Instruction, 43(1–2), 98–133. https://doi.org/10.1080/07370008.2025.2463652
Elhusseini, S. A. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning, 17(3), 1117–1139. https://doi.org/10.1007/s11409-022-09311-0
Elizondo, K. (2024). Self-regulation and procrastination in college students: A tale of motivation, strategy, and perseverance. Psychology in the Schools, 61(3), 887–902. https://doi.org/10.1002/pits.23088
Fan, J., Cheng, Y., Tang, M., Huang, Y., & Yu, J. (2024). The mediating role of ego depletion in the relationship between state anxiety and academic procrastination among University students. Scientific Reports, 1–11. https://doi.org/10.1038/s41598-024-66293-6
Feng, F., & Lei, W. (2022). Data driven identification and cause diagnosis of online academic procrastination in vocational colleges. Proceedings of the 6th International Conference on Education and Multimedia Technology, 70–77.
Gottfried, A. E. (2023). Intrinsic motivation and goals. In Encyclopedia of Mental Health (pp. V2-303-V2-311). Elsevier. https://doi.org/10.1016/B978-0-323-91497-0.00022-9
Huaman, D. R. T. (2021). Procrastination, academic engagement and the most valued didactic competencies by the high school students in the digital learning context. Proceedings of the 2021 IEEE Sciences and Humanities International Research Conference, SHIRCON 2021. https://doi.org/10.1109/SHIRCON53068.2021.9652228
J., V.-B. (2021). Academic Procrastination and Anxiety in University Students of Initial Education of Apurimac. Health Education and Health Promotion, 9(5), 455–459.
Lange, C., Costley, J., & Han, S. (2017). The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment. 18(5).
Levy-Schulman, H. (2025). Looking at cognitive dissonance and motivational conflicts through the lens of the interplay between self-regulation and motivation. In Handbook of Experimental Social Psychology (pp. 25–41). Edward Elgar Publishing Ltd. https://doi.org/10.4337/9781035310661.00008
Louis, P. P., Hernando, A., & Antonio, J. (2025). Gestión del compromiso estudiantil?: de la percepción de los directivos a la percepción de los estudiantes. 112.
Makananise, F. O. (2023). Student learning experiences with online learning management systems and digital media technology at a South African rural-based university (pp. 31–50). https://doi.org/10.4018/978-1-6684-8282-7.ch002
Martinie, M.-A. (2023). Predictors of procrastination in first-year university students: role of achievement goals and learning strategies. Social Psychology of Education, 26(2), 309–331. https://doi.org/10.1007/s11218-022-09743-1
McCarron, G. P. (2025). An exploratory study of the relationship between college student activists’ labor and their subjective well-being: Perspectives from a U.S. Institution. Journal of American College Health, 73(6), 2747–2756.
Melo, T. G. De. (2020). Academic Procrastination?: Relationships with Support from the Environment and Self-Leadership Procrastinação Acadêmica?: Relações com o Suporte do Ambiente e Autoliderança Procrastinación Académica?: Relaciones con el Soporte del Ambiente y Autolideranza. 30, 1–9.
Monroy, F., & González-geraldo, J. L. (2022). DEVELOPMENT OF A PROCRASTINATION SCALE IN SPANISH AND MEASUREMENT OF EDUCATION STUDENTS ’ PROCRASTINATION LEVELS Diseño de una escala de procrastinación en español y medición de los niveles de procrastinación de estudiantes de educación. 74(2), 63–76. https://doi.org/10.13042/Bordon.2022.93054
Morosanova, V. I., Bondarenko, I. N., & Fomina, T. G. (2022). Conscious Self-regulation , Motivational Factors , and Personality Traits as Predictors of Students ’ Academic Performance?: A Linear Empirical Model. 15(4).
Morris-Compton, D. (2025). College Student Service and Social Responsibility Perspectives as Predictors of Social Change Behaviors. College Teaching. https://doi.org/10.1080/87567555.2025.2471070
Nnubia, U. I. (2024). Exploring family and academic role conflict among undergraduate students of the University of Nigeria. Higher Education, 88(2), 661–681. https://doi.org/10.1007/s10734-023-01137-2
Patzak, A. (2025). From Research to Practice: Facilitating Time Management Instruction in Higher Education. College Teaching. https://doi.org/10.1080/87567555.2025.2495681
Perez, G. (2023). learning strategies?: A multi-center qualitative study Faculty Perceptions of Health Professional Students ’ Hybrid-Online Learning Strategies?: A Multi-Center Qualitative Study. 9(2). https://doi.org/10.55890/2452-3011.1040
Ragusa, A., González-bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Minguez-minguez, L. A., & Fernandez-ortega, C. (2023). Effects of academic self-regulation on procrastination , academic stress and anxiety , resilience and academic performance in a sample of Spanish secondary school students. February, 1–8. https://doi.org/10.3389/fpsyg.2023.1073529
Review, A. S. (2023). Academic Procrastination in Children and Adolescents?: A Scoping Review.
Schwartzman, R., Simon, J. M., & Hyman, C. Z. (2023). Confronting Conundrums of Care in College Student Advising. 356–363.
Serrano-mendizábal, M., & Miragall, M. (n.d.). THE PROTECTIVE ROLE OF INTRINSIC MOTIVATION , SELF-EFFICACY , AND SELF-REGULATION STRATEGIES AGAINST PROCRASTINATION AND THE PROTECTIVE ROLE OF INTRINSIC MOTIVATION , SELF-EFFICACY , AND SELF-REGULATION STRATEGIES AGAINST PROCRASTINATION AND. 3, 1–14.
Swecker, H. K. (2023). CRITICAL CONVERSATION EIGHT: ADVICE FOR ADVISERS (pp. 238–243). Taylor and Francis. https://doi.org/10.4324/9781003443131-28
Tabvuma, V. (2022). Transitioning from in person to online learning during a pandemic: an experimental study of the impact of time management training. Higher Education Research and Development, 41(7), 2441–2457. https://doi.org/10.1080/07294360.2021.2010665
Tallman, B. (2021). How Do Human Interaction Labs Contribute to Engineering Leadership Development Growth?
Tao, X., Hanif, H., & Lieqin, W. (2025). The effects of self-regulated learning strategies on academic procrastination and academic success among college EFL students in China. July, 1–16. https://doi.org/10.3389/fpsyg.2025.1562980
Thomas, C. L., Tagler, M. J., & Thomas, C. L. (2019). Predicting Academic Help-Seeking Intentions Using the Reasoned Action Model. 4(June), 1–10. https://doi.org/10.3389/feduc.2019.00059
Valencia, R. A. M. (2022). Solutions and consequences of synchronous remote teaching and types of asynchronous communication. Human Review. International Humanities Review / Revista Internacional de Humanidades, 11(Monografico). https://doi.org/10.37467/revhuman.v11.4025
Vink, M., Edward, T., Geeraerts, S., Pas, P., Bos, D., Hofstee, M., Durston, S., & Vollebergh, W. (2020). Developmental Cognitive Neuroscience Towards an integrated account of the development of self-regulation from a neurocognitive perspective?: A framework for current and future longitudinal multi-modal investigations. Developmental Cognitive Neuroscience, 45(July), 100829. https://doi.org/10.1016/j.dcn.2020.100829
Wang, Y., Gao, H., Liu, J., & Fan, X. (2021). Academic procrastination in college students?: The role of self-leadership. Personality and Individual Differences, 178(March), 110866. https://doi.org/10.1016/j.paid.2021.110866
Wu, W. (2024). The effect of supervisors ’ ethical leadership on graduate students ’ academic procrastination in China?: a moderated mediation model. August, 1–15. https://doi.org/10.3389/feduc.2024.1406260
Zheng, Q. (2024). The relationship between academic motivation and academic performance of elementary school students?: The mediation role of academic procrastination. 481–490. https://doi.org/10.1201/9781032676043-67
