ABSTRACT
Purpose: The purpose if this study was to explore motivation in self- regulated learning and learning strategies in self- regulated learning in relation to Academic procrastination among first year secondary school students
Sample: 140 first year .secondary school students participated in this study. The consent of the participants was sought before they participated in this study. The majority of the participants were female 80 [57.0%] and the rest male 60 [43.0%]
Result: The result of a Pearson correlation analysis revealed that intrinsic goal orientation, task values, rehearsal, elaboration, meta cognitive self regulation, resource management strategies, organisation and critical thinking as self- regulated learning components that have significant negative correlations with academic procrastination. In addition, anxiety was found to have a significant positive correlation with academic procrastination. Extrinsic goal orientation and control of learning beliefs were not significantly correlated to academic procrastination