The Influence of Peer Social Support, Self-Adjustment, And Self-Efficacy in Procrastination Among Tahfidz Qur’an Boarding School Students
DOI:
https://doi.org/10.31958/proceedingsoficresh.v4i.82Keywords:
peer social support, self-adjustment, self-efficacy, procrastination, Tahfidz Qur’an studentsAbstract
Students of Tahfidz Qur’an boarding schools come from diverse social and cultural backgrounds and often face challenges in adapting to the disciplined learning environment. Limited peer social support, poor self-adjustment, and low self-efficacy can increase tendencies toward academic procrastination. This study aims to analyze the influence of peer social support, self-adjustment, and self-efficacy on procrastination among Tahfidz Qur’an students. Employing a quantitative survey design, data were collected from 66 students using standardized psychological scales measuring peer social support, self-adjustment, self-efficacy, and procrastination. The data were analyzed through multiple linear regression using SPSS version 22. The results indicate that the three independent variables collectively have a significant effect on procrastination behavior (F = 5.753; p = 0.002, p < 0.01). Further analysis shows that peer social support (r = -0.447; p = 0.000), self-adjustment (r = -0.377; p = 0.001), and self-efficacy (r = -0.256; p = 0.018) each significantly contribute to explaining procrastination. Peer social support contributes most effectively (8.9%), followed by self-adjustment and self-efficacy (1.2% each). The findings highlight the importance of strengthening psychosocial and personal aspects in reducing procrastination and fostering productivity among students in Islamic educational settings, particularly in the digital era where distractions and self-management challenges are increasingly prevalent.
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