The Influence of Democratic Parenting and Self-Regulated Learning on Students’ Academic Procrastination in Ngaglik

Procrastination can cause significant problems and disrupt the education systems of high school students, including those at State Senior High School 1 Ngaglik. This study examines the influence of democratic parenting and self-regulated learning on students’ academic procrastination. We performed this quantitative study using a cluster-random sampling technique. Three measurement tools were used: academic procrastination scale, democratic parenting scale, and self-regulated learning scale. In total, 86 participants completed the survey. Data analysis used analyze multiple regression on SPSS. The findings support our initial hypothesis that democratic parenting and self-regulated learning significantly influence academic procrastination. However, the coefficient value of democratic parenting styles’ influence on academic procrastination was greater than 0.01 (0.245), indicating that the first minor hypothesis is unsupported. The subsequent minor hypothesis testing shows a coefficient value of -0.366 <0.01, indicating that self-regulated learning has a significant positive influence on academic procrastination. This finding becomes the basis for explaining how self-regulated learning could contribute to lowering students’ academic procrastination. Increasing self-regulated learning behavior could motivate students to improve their cognitive and problem-solving skills. We believe that the findings from this research still require more exploration from future studies

tasks because of the negative feelings attached to them (Ilyas & Suryadi, 2017).Poor selfmanagement can cause poor student work performance and well-being (Steel, 2007).Procrastination often correlates with poor academic performance, excessive anxiety, and impaired mental and physical health (Z.Chen et al., 2020).Students consciously procrastinate without an apparent reason (Balkis & Duru, 2016).However, that cannot be justified or tolerated (Turmudi, 2021).Students are not meant to allow procrastination to form as a habit or as part of their personality.
Family strongly relates to parenting style.In this case, democratic parenting becomes a pioneer for reducing students' procrastination.Democratic parenting gives a child a positive role during school (Beyers & Goossens, 2008;B. Bin Chen, 2017).Previous studies confirm that positive parenting can provide security and increase students' motivation to develop their education (Khalid et al., 2019).Meanwhile, the tendency of parents to allow their children to avoid assignments can strengthen academic procrastination (Solomon & Rothblum, 1984).However, parenting styles have not been widely studied in Yogyakarta, especially regarding students' democratic parenting.This is what differentiates it from previous research and gives a new nuance to this research.
We also seek to determine the relationship between academic procrastination with factors related to students' attitudes toward learning.Ferrari et al (2005) found that procrastination relates to learning attitudes like self-regulated learning.Self-regulated learning aids students in determining learning goals and monitoring, managing, and controlling their cognition, behavior, and motivation (Pintrich, 2000).Self-regulated learning comprises five aspects: cognitive, metacognitive, behavioral, motivational, and emotional, oriented toward academic performance and students' active participation (Zimmerman, 2008).Thus, students are expected to be able to apply self-regulation in learning.Independent learning arrangements are more important and can increase student efficacy (Wäschle et al., 2014).This is very urgent, especially to reduce the population of students who like to procrastinate.Self-regulation in learning and democratic parenting patterns of parents are predicted to affect procrastination in students.This statement still needs to be proven by exploring more deeply the relationship between self-regulated learning and democratic parenting.This research is still rarely done, adding to the uniqueness of the research and further clarifying how self-regulated learning and democratic parenting influence students' academic procrastination.than the sample (n= 86 students) that was selected using the cluster random sampling strategy.We decided to use randomization because each student has the potential to procrastinate.Moreover, we tried to be more detailed regarding the sample.We drew lots of class names, which resulted in social 1, social 2, and science 3 classes being selected as the target of this study.The respondents willingly and openly agreed to become research subjects.

Academic Procrastination Scale
Academic procrastination is the behavior of deliberately delaying academic assignments and preferring to do other work that is not important and is a waste of time.From this understanding, researchers break it down into four aspects: perceived time, intention-action, emotional distress, and perceived ability, according to Nafeesa (2018).Items that were declared valid were 16.There are four alternative respondents' answers: strongly agree, agree, disagree, and strongly disagree.The item correlation value is > 0.30, while the reliability coefficient is 0.839.Items that represent the scale of academic procrastination include I do my assignments according to the schedule I have set.It becomes a burden on my mind when I have not completed the homework given by the teacher, and I ask the teacher when I have difficulty completing assignments.When I have to do assignments according to the schedule that I have determined, I tend to play gadgets, and the free time I have for doing assignments, I use it to play social media.Agree Disagree Very disagree It took me a long time to complete the task I had trouble focusing on my assignments before the teacher's deadline I got a reprimand from the teacher for being late in submitting assignments When I have to do tasks according to the schedule I have set, I tend to play gadgets I put off completing a task, even though it's important The free time I have to do assignments, I use to play social media I take advantage of my free time to complete the tasks given by the teacher so that they can be collected on time I do schoolwork gradually, according to the schedule I made in order to get maximum results I immediately did the task from the teacher so that it was completed quickly I do the task according to the schedule I have set I am afraid that my teacher will not accept my assignment, if I am not punctual in submitting assignments Delaying completing homework assigned by the teacher is my habit It became a burden of thought when I had not completed the homework given by the teacher Before finding it difficult to complete the task, I was reluctant to ask the teacher I asked the teacher when I was having trouble completing an assignment

Democratic parenting Scale
Parenting is the earliest education people receive, shaping a child's character and development.According to Husada (2013), democratic parenting is measured through five aspects: warmth, discipline, freedom, reward, and fair punishment and acceptance.The total item is 15 statements with four alternative answers: strongly agree, agree, disagree, and strongly disagree.The reliability is 0.905, while the item correlation value is > 0.30.The items on the democratic parenting scale are described like this: My parents taught me to help friends when they are having trouble with their studies, My parents let me get along with anyone, My parents never compare the learning outcomes of their children, My parents encouraged me to study when I got low grades so I could get the grades I wanted, and My parents did not demand that I always get perfect grades like my other friends.

Aitem
Very agree Agree Disagree Very disagree My parents decide who I can play with My parents taught me to be able to help friends when they are struggling with learning My parents gave me the freedom to set my study schedule My parents freed me up to hang out with anyone My parents forbade me from giving exam answers to friends My parents never asked me about my activities at school My parents never gave me a chance to express my opinion at home My parents always gave me the opportunity to express my opinion when I was at home My parents scolded me for no apparent reason I was treated differently from my parents My parents treat their children fairly when they make mistakes My parents never compared the learning outcomes of each child My parents gave me enthusiasm in learning when I got less grades in order to get the desired grades I was never given the spirit of learning by my parents, so I was less enthusiastic in learning My parents didn't demand that I always get perfect grades like other friends Self-Regulated Learning Scale Self-regulated learning is a process in which individuals can regulate, supervise and control themselves to achieve their learning goals.This definition is broken down into three aspects: Metacognitive, Motivational, and Behavioral.The measurement scale uses a Likert scale with four alternative answers, namely strongly agree (SS) with a score of 4, agree (S) with a score of 3, disagree (TS) with a score of 2, and strongly disagree (STS) with a score of 1 The self-regulated scale is based on Zimmerman's (1989) aspects, which consist of 12 items.The reliability of this scale is 0.821.It can be concluded that this scale is reliable.As for several items that can represent self-regulated learning, they include: I make notes on learning outcomes in class to make it easier for me to remember, I convince myself to work hard on my assignments according to the allotted time, I try to find ways to make the learning atmosphere less boring, I finish tasks close to the deadline, and I try to make plans to do tasks according to the planned time.

Aitem
Very agree Agree Disagree Very disagree I reread the material given by the teacher I don't have the enthusiasm to do assignments even though the deadline for submission is approaching I make notes of my learning outcomes in class to make it easier for me to remember I study in any situation even if it is boring and makes me not eager to learn I don't give up if I can't do the assignment given by the teacher I never reread the material that the teacher had given me I never learned the material that would be taught the next day in school I convinced myself to try hard to do the task according to the allotted time I give up easily if I can't do the assignment given by the teacher I try to find ways to make the learning atmosphere not boring I completed the task close to the deadline for submitting the assignment given I try to make a plan to do the task according to the planned time

Data Collection
The data that has been collected comes from student answer sheets.Researchers collect students, but there are also when encountered or come to a crowd of students.This can facilitate the research flow and research process.We collect this data with great difficulty, and it takes a long time.We must first explain the purpose of the research, then describe the details of filling out the questionnaire and allow time for students to answer several questions from each scale carefully and not in a hurry.

Data Analysis
The accuracy of the instrument is absolute in every study.For this reason, the researcher prioritized the validity and reliability tests.The validity used is content validity through reviewing items by a panel of experts.Meanwhile, there are five scoring validations, namely points 1-5.Then, we use the Alpha Cronbach statistical test with SPSS version 26 for reliability.Our data analysis is correct; it can be seen from the research model, which is more inclined to the multiple linear regression test.The aim is to examine the effect of democratic parenting parents and self-regulated learning on academic procrastination.Besides that, statistically, academic procrastination shows min = 28, max = 52, mean = 39.50, and SD = 4.2550.Then, parents' democratic parenting was raised with min = 24, max = 53, mean = 40.42,and SD = 5.677.Furthermore, self-regulated learning appears with min=21, max=44, mean=35.38,and SD=4.438

Results
Our main hypothesis dictates that democratic parenting and self-regulated learning influence the academic procrastination of SMA Negeri 1 Ngaglik students.The rule of significance in this hypothesis test is that a significance level (p) <0.01 means there is a significant relationship, while a significance level (p) <0.05 does not have a significant relationship.If the significance level (p) > 0.05, then there is no relationship between the variables to be correlated.Table 4 shows a regression coefficient of 0.385 (p<.001), meaning that democratic parenting and self-regulated learning significantly impact students' academic procrastination.The hypothesis is accepted if the significance level (p) is <.01.Table 5 shows the coefficient correlation between democratic parenting and academic procrastination to be 0.172 with a significance level of 0.245 (p>.01), indicating that the hypothesis is rejected.In other words, there is a non-significant relationship between democratic parenting and academic procrastination.On the other hand, the analysis of the relationship between self-regulated learning and academic procrastination results in a coefficient correlation of -0.366 (p<.01), meaning that the hypothesis is accepted.Thus, a significant relationship exists between self-regulated learning and academic procrastination.
We calculate the effective contribution (SE) of democratic parenting and self-regulated learning toward students' academic procrastination, respectively, using the following formula: SE = Beta.r (zero order).100% Table 6 shows democratic parenting with a Beta score of 0.120 and zero-order of 0.172, while self-regulated learning has a Beta score of -0.348 and zero-order of -0.366.Thus, the calculation of their effective contribution is as follows: Effective contribution of democratic parenting: SE = Beta x r (zero-order) x 100% SE = 0.120 x 0.172 x 100% SE = 2.064% Effective contribution of self-regulated learning: SE = Beta x r (zero-order) x 100% SE = -0.348x -0.366 x 100% SE = 12.737%

Discussion
Based on the effective contribution calculation, democratic parenting and self-regulation has an effective contribution of 14.8%.In comparison, the remaining 85.2% are other factors outside the scope of this study that influence academic procrastination.
We also explain the variables with their respective categories.First, for academic procrastination, students are generally classified as moderate (n = 79, 91.9%).This was followed by the high category (n=5, 5.8%) and the low category (n=2, 2.3%).Regarding democratic parenting, students are classified as moderate, with a percentage of 73.3%.The remaining 21 (24.4%) and 2 (2.35%) are high and low.The high category is also different from the variable self-regulated learning, where as many as 54.7% of students are classified as having a high level of self-regulated learning.This was followed by students classified as having a moderate (n=38, 44.2%) and low level of self-regulated learning (n=1, 1.2%).
Based on our findings, we can conclude that self-regulated learning can modify students' academic procrastination.This statement is supported by Santika dan Sawitri (2016).They state that self-regulated learning impacts students' academic procrastination.Thus, someone with a high level of self-regulated learning capability will have a lower tendency to conduct academic procrastination.Our finding also aligns with the findings by Utami et al. (2020).This outcome is partly explained because students have the motivation and specific learning strategy (San et al., 2016).Students prioritize reaching a clear goal so they do not miss out on their study time.
Students can make the right decisions, such as time management; this is from a metacognitive perspective.Some are sourced from internal and external to motivate and strengthen students to continue learning.Students also check their need for learning as their active participatory form at school and home.Self-regulated learning accuracy is higher than democratic parenting because students can maintain, control, direct, adjust, and manage themselves despite challenging assignments (Asri et al., 2017).There are many assignments at school according to their level, but students adapt and study hard.
The 11 th -grade students of State Senior High School 1 Ngaglik have set specific study plans each semester up until graduation, therefore some do not procrastinate to fulfill those plans.The effective contribution generated from self-regulated learning is 12.737%, and this is because students already have clear learning objectives, so they work according to the learning plan.Bunyamin's (2021) research explains a positive relationship between self-regulated learning and academic procrastination.Our study also shows that self-regulated learning can influence students' academic procrastination.
It is necessary to instill an understanding in students regarding the importance of having a learning design and goal during the learning process.This aligns with one of the aspects put forward by Zimmerman (1989), which describes metacognition as an individual's ability in the decisionmaking processes that govern the selection and use of various forms of knowledge.However, this research finding differs from those of Yamada et al. (2017).They argue that academic procrastination does not correlate with learning or other forms of involvement with students.They found a distinct formula that is outside the scope of this research, i.e., task management behavior.We saw that many students could understand class materials, allowing them to gain plenty of experience (Lorsbach & Tobin, 1992).
External factors are also influential in this study, namely in the form of democratic parenting.Although the results are not significant, they still contribute to academic procrastination.Ferrari & Oliveite's (1994) study shows a significant negative relationship between procrastination and positive parenting.These findings are much different from the results of this study.This could be because students can also decide not to listen to their parent's advice.This happened because some of the 11 thgrade students of State Senior High School 1 Ngaglik lacked closeness with their parents.When they experience academic problems at school, they choose to be silent or tell their friends.Some of them are also less open with their parents when they are at home.Another influencing factor is that this research took place after the Covid-19 pandemic, so students lack closeness with other people, including parents, due to physical distancing regulations.When facing problems, students' lack of closeness with their parents did not reduce their academic procrastination, instead students found ways to complete the task without personally having to do it.
A past study also did not reveal the importance of parenting on academic procrastination (Sulaiman & Hassan, 2019).That study supports the findings of this study (p>.05).There are reasons why those variables do not seem to be related in both the past and current study, one of which could be due to other factors outside the scope of the study.Students have their own decisions and emotional changes that are very dominant.They listen more to their hearts and minds than to directions from their parents.Everyone has their evaluation and experience at school.They sometimes want to be independent and fulfill their own needs.However, students must also be prepared to face the consequences of their actions.
Students who are willing to listen and act with consideration will show consistent behavior.Someone who wants to listen to their parents already has a good idea of the risks or challenges they will face.It keeps students from danger.In this case, it does not mean that parents' democratic parenting does not affect procrastination; it is just that in this study, the influence of democratic parenting from parents was minimal.We realize that there are still many limitations to this study.We could not collect data optimally because some students had to take part in a quality control test from the school during the data collection period, resulting in only 86 students being involved as participants.This research was conducted during the counseling guidance teacher lessons.The process of collecting research data is carried out directly, making it easier for us to observe students during the process of working on a research scale.This process allows us to determine whether students are working seriously so we can warn them.

CONCLUSION
Based on the results of the data analysis that has been done in this study, it can be concluded that there is a significant positive relationship between democratic parenting parents and selfregulated learning with academic procrastination in students of State Senior High School 1 Ngaglik.There is a very significant relationship between self-regulated learning and academic procrastination in Ngaglik 1 State High School students.The higher the self-regulated learning of students, the lower the level of procrastination carried out, conversely the lower the self-regulated learning of students, the higher the level of procrastination carried out by students.There is a negative relationship between democratic parenting parents and academic procrastination in students of State Senior High School 1 Ngaglik, the higher the level of democratic parenting parents, the lower the level of procrastination that is carried out, conversely the lower the level of democratic parenting parents are given, the higher it will be the level of procrastination by students.
Suggestions for future researchers who will research academic procrastination are expected to take subjects with a larger population, and then other researchers are also expected to be able to examine other factors that influence academic procrastination and examine more deeply related to the variables of democratic parenting parents and self regulated learning with academic procrastination.The researchers hope that this research can be information or input for schools to provide input to parents of students always to provide supervision and direction to students outside the school environment to improve their learning outcomes.

Table 2 .
Blue Print Democratic Parenting Scale

Table 3 .
Blue Print Self-Regulated Learning Scale

Table 4 .
Main hypothesis testing result

Table 5 .
Minor hypotheses testing results

Table 6 .
Effective Contribution