This study examined associations between motivational self‑regulation (MSR) strategies, academic procrastination, and sociodemographic characteristics among university students at a private university in Honduras. Although research on self-regulated learning (SRL) acknowledges motivation and its regulation as central, research on MSR strategies has been geographically highly concentrated, leaving such strategies understudied in non-WEIRD (Western, Educated, Industrialized, Rich, and Democratic) countries. Using a cross‑sectional survey and structural equation modeling, we analyzed direct and indirect relationships among 10 MSR strategies (e.g., mastery‑goal self‑talk), procrastination, and sociodemographic characteristics (age, gender, socioeconomic status, educational level, and prior academic failures) in a sample of 581 students. The results suggested that higher MSR was associated with lower procrastination. Among the sociodemographic characteristics, age showed the strongest association: Older students reported less procrastination, with evidence of an indirect association via MSR. Gender showed a modest indirect association via MSR, whereas socioeconomic status and educational level showed no significant relationships. Prior academic failures were positively associated with procrastination, without evidence of mediation via MSR. These patterns support the relevance of MSR to procrastination and underscore the relevance of sociodemographic characteristics to both MSR and procrastination, suggesting that support for SRL may benefit from attending to students’ developmental stage and academic history.
Jean-Louis Berger, Cristian Calderón Manuel Baca, Brayam Eliezer Bustillos Rodriguez, David Jan, Sara Da Silva.
