Abstract

The aim of the current study wasto explore the relationship between academic procrastination and academicself-regulation in relation to students’ performance. Based on a quantitative survey research design, two types of scales were developed for data collection: one, self-structured scale; two, self-regulation standardized scale.The total population of the study comprised 6090Bachlor of Studies (BS) students ofMalakandUniversity out of which 100 students,50 male and 50 female were selected randomly.For academic procrastination, self-structured scale was developed and for academic self-regulation standardized scale (Javed Hassan, 2012) was utilized. The collected data was put into Satistical Package for Social Sciences (SPSS). Descriptive statistics such as mean, frequency, and correlation wereapplied. The findingsof the study revealed that the correlation between academic procrastination and self-regulation is minimal among students and there is no significant difference between academic procrastination and academic self-regulation between male and female students. Based on the findings of the study, it is recommended that in order to make students more self-reliant in academic work and reduce academic procrastination, guidance and counseling services, seminars and workshopsmay be arranged.