شبكة المعلومات العربية التربوية

The study aimed at identifying the level of academic procrastination, the self regulation learning strategies and the epistemological beliefs of Umm Al-Qura University students, revealing the relationship between them, and identifying the differences in the variables of the study due to different types and academic disciplines. The study sample consisted of 634 students. The study used on the comparative descriptive methodology. The researcher used the measure of academic procrastination prepared by Abu Ghazal (2012), the self-regulated learning scale prepared by the researcher, and the epistemological beliefs measure (2014). The study found that the level of academic procrastination of the students was moderate, the degree of availability of self-regulated learning strategies was medium, their epistemological beliefs was profound, and there were no statistically significant differences between students in the variables of academic procrastination, self-regulated learning, and epistemological beliefs. In comparing the results of the students in the scientific and humanitarian disciplines, it was found that there are statistically significant differences between them in the degree of academic procrastination in favor of students of humanitarian discipline. Negative correlations were found between academic procrastination on the one hand and self-regulated learning and epistemological beliefs on the other hand. Based on these results, the study recommended the need to design counseling programs that contribute to increase students’ motivation to eliminate the problem of academic procrastination especially among students of humanities, and to train students on self-regulated learning strategies for increase the effectiveness of learning and acquiring knowledge. (Published abstract)