College Students vs. Online Gaming: Academic Procrastination, Conscientiousness and Self-regulated Learning

Azzahra Jihan Chani; M. Noor Rochman Hadjam; Aski Marissa; Avinanta Tarigan; Meta Damariyanti

doi:10.22146/gamajop.95556

College Students vs. Online Gaming: Academic Procrastination, Conscientiousness and Self-regulated Learning

https://doi.org/10.22146/gamajop.95556

Azzahra Jihan Chani^(1*), M. Noor Rochman Hadjam⁽²⁾, Aski Marissa⁽³⁾, Avinanta Tarigan⁽⁴⁾, Meta Damariyanti⁽⁵⁾

(1) Faculty of Psychology, Gunadarma University, Jakarta, Indonesia
(2) Faculty of Psychology, Gunadarma University, Jakarta, Indonesia
(3) Faculty of Psychology, Gunadarma University, Jakarta, Indonesia
(4) Faculty of Psychology, Gunadarma University, Jakarta, Indonesia
(5) Faculty of Psychology, Gunadarma University, Jakarta, Indonesia
(*) Corresponding Author

Abstract

As part of the education community, students are expected to achieve academic goals. However, they often
engage in academic procrastination due to distractions such as online gaming. The purpose of this study was to
empirically determine the extent to which conscientiousness and self-regulated learning predict the academic
procrastination of students who play online games. The participants (N=119) were undergraduate students, aged 18-25
years old, who actively played online games for at least 10 hours per week. The research instruments used were
Schouwenburg’s academic procrastination scale, the NEO Five-Factor Inventory-3 (conscientiousness items), and
Fitriani’s self-regulated learning scale. The results showed that conscientiousness and self-regulated learning
contribute significantly to the reduction of academic procrastination among students (F=319.702; p < 0.01; R2=0.846),
indicating that self-control and conscientiousness play a crucial role in student learning behavior.

Keywords

academic procrastination; conscientiousness; self-regulated learning; online game player.

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DOI: https://doi.org/10.22146/gamajop.95556

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