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Theoretical Framework

This study uses Bandura's (1986) social cognitive theory as its theoretical framework. Social cognitive theory posits that learning is an interaction between personal factors, behavior, and the environment. It also explains that students can self-regulate their environment and behaviors based on their self-efficacy beliefs. According to the theory, behaviors like procrastination show a lack of self-control and self-regulation, which can lead to lower academic self-efficacy and achievement. The theory also suggests academic self-efficacy is domain-specific, and students need to feel capable of self-directing their own learning within educational environments.

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Jessica Jasmine Majestad
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206 views

Theoretical Framework

This study uses Bandura's (1986) social cognitive theory as its theoretical framework. Social cognitive theory posits that learning is an interaction between personal factors, behavior, and the environment. It also explains that students can self-regulate their environment and behaviors based on their self-efficacy beliefs. According to the theory, behaviors like procrastination show a lack of self-control and self-regulation, which can lead to lower academic self-efficacy and achievement. The theory also suggests academic self-efficacy is domain-specific, and students need to feel capable of self-directing their own learning within educational environments.

Uploaded by

Jessica Jasmine Majestad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Theoretical Framework

This study is based on the theory of social cognitive theory of (Bandura, 1986), a
psychological theory of human learning and development, provided the theoretical
foundation for this study. Social cognitive theory explains that student learning occurs
through an interaction of behavior, cognitive factors, and the environment. Believed
that as students learn they self-direct or self-regulate their environment depending on
their self-efficacy or perception of their capability to deal with their current reality.
Students who can self-regulate should be able to monitor or keep track of their own
behaviors, evaluate their actions for effectiveness, and respond to their behavior by
modifying, rewarding, or discounting it. Social cognitive theory assumes that self-
regulation is dependent on goals. Students can manage their thoughts and actions to
reach specific outcomes such as improved 9 academic achievement. Behaviors such as
procrastination demonstrate a lack of self-control or self-regulation and may be related
to lower academic self-efficacy and lower academic achievement. According to social
cognitive theory, students who report frequent procrastination may also have lower
levels of academic self-efficacy resulting in lower academic achievement. Academic self-
efficacy is specific to certain environments or situations. In educational environments,
students must adapt self-directed learning processes to specific domains and feel
efficacious about it. Students could choose and direct their own actions. In educational
environments, the ability to self-direct learning depends on motivation set by a student’s
internal standards and self-evaluative reactions to actions.

Bandura's (1986) social cognitive theory is particularly well-suited to explaining the


intricate links between cademic procrastination, academic self-efficacy, and academic
accomplishment are all factors to consider.The environment in which students study
Academic procrastination among college students indicates a lack of discipline.self-
control and, when paired with reduced self-efficacy for academics, can lead to worse
academic performance. Academic procrastination is clearly characterized as a trait
associated with students' capacity to concentrate.Self-directed education According to
social cognition theory, pupils who have a strong feeling of academic achievement.Self-
efficacy They employ cognitive techniques to manage their time and learning more
effectively, create better surroundings, and more carefully monitor and govern learning.
Students who procrastinate less are likely to have stronger academic self-efficacy and, as
a result, improved academic performance.

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