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2026, no. 10
THEORY & PRACTICE OF EDUCATION

SELF-REGULATION IN STUDENTS EXPERIENCING DIFFICULTIES IN ACHIEVING GOALS WHEN SOLVING LEARNING TASKS

Tatyana V. LedovskayaORCID

DOI 10.20339/am.10-26.035pp. 35–41UDC 378+159.94780 RUB

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Abstract

This article examines self-regulation in students who experience difficulties in achieving goals when solving learning tasks, particularly students prone to procrastination. The theoretical framework combines the systemogenesis of activity and the competency-based approach with the social cognitive model of self-regulation and the concept of regulatory flexibility. The sample comprised 174 students at a pedagogical university. The Students’ Self-Regulation Style questionnaire and the General Procrastination Scale were administered, and group differences were analyzed using the Mann– Whitney U test. The results show that students with high levels of procrastination score significantly lower than their low-procrastination peers on most components of self-regulation, including planning, programming, evaluation of results, autonomy, flexibility, and reliability. At the same time, they demonstrate moderate levels of modeling and result evaluation, combined with deficits in organizational skills and heightened anxiety. Procrastination therefore becomes a dominant behavioral strategy arising from an internal contradiction: students understand the problem but have difficulty initiating action. The author concludes that targeted intervention programs are needed to develop all components of self-regulation. This is particularly important for developing future teachers’ pedagogical competencies in goal setting in digital and hybrid learning environments.

Keywords

  • self-regulation
  • procrastination
  • pedagogical competencies
  • activity
  • systemogenesis
  • learning task

Funding

Russian Science Foundation

This study was supported by a grant from the Russian Science Foundation (No. 24-18-00061), “The Psychological Structure, Patterns, and Mechanisms of the Development of Pedagogical Competencies”

Award
24-18-00061
Title
The Psychological Structure, Patterns, and Mechanisms of the Development of Pedagogical Competencies

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THEORY & PRACTICE OF EDUCATION