| dc.description.abstract | This study aims to examine the role of the type of perfectionism, namely self-oriented perfectionism and socially prescribe perfectionism on academic procrastination mediated by self-efficacy in high school students in Bireuen Regency. This study involved 336 students (100 boys and 236) girls. The sampling technique used in this research is accidental sampling. Data collection in this study used three scales as a measuring tool, namely the Academic Procrastination Scale, Children and Adolescent Perfectionism Scale-Short Form and General Self-Efficacy Scale. The data analysis technique used is path analysis test. The results showed that: (1) self-oriented perfectionism played a significant role with a negative relationship to academic procrastination in high school students in Bireuen Regency (F=17.886, p=.000 (p<.05), r=.225, b= -.779) with an effective contribution of 5.1% (2) socially prescribe perfectionism plays a significant role with a negative relationship to academic procrastination in high school students in Bireuen Regency (F=12.636, p=.000 (p<.05), r =.191, b = -.496) with an effective contribution of 3.6%, (3) self-efficacy plays a significant role with a negative relationship to academic procrastination in high school students in Bireuen Regency (=4.201, p=.041 (p< .05), r =.111, b = -.214) with an effective contribution of 1.2%, (4) self-efficacy does not play a role in mediating self-oriented perfectionism and socially prescribe perfectionism on academic procrastination in high school students in Bireuen Regency. The implication of this study is that although self-efficacy has a role in students' academic procrastination, it does not act as a mediating variable between self-oriented perfectionism and socially prescribe perfectionism for students' academic procrastination, so that the role of self-efficacy has the same position as self-oriented perfectionism and socially prescribe perfectionism as an independent variable on academic procrastination. | en_US |
