Effect of Self-Effection, Self-Control and Peer Group on Academic Procrastination in Faculty of Economics Students of the State University of Jakarta

The purpose of carrying out this study was to determine how the effect of self-efficacy, self-control and peer group on academic procrastination among students of the Faculty of Economics, State University of Jakarta. This research took place from September to December 2020 with 100 respondents, namely students of the Faculty of Economics, State University of Jakarta. This type of research is a quantitative study using a questionnaire survey as a research method. The sampling technique used was proportional random sampling technique. Research data processing utilizes IBM SPSS Statistics version 23. Based on the results of multiple regression analysis, the equation Ŷ = 14.881 + 0.597X1 + 0.114X2 + (-0.117) X3 is obtained, which means that there is a positive influence between self-efficacy and self-control on academic procrastination, and the negative influence between peer group and academic procrastination. Then the results of the descriptive test showed that there was a significant influence between self-efficacy on student academic procrastination, but for self-control variables and peer group it did not have an effect on student academic procrastination. With these results, the results of the coefficient of determination show that self-efficacy, self-control and peer group only explain academic procrastination simultaneously at 32.8% while the remaining 67.2% are influenced by other factors not examined. However, for self control and peer group variables, it did not have an effect on student academic procrastination. With these results, the results of the coefficient of determination show that self-efficacy, self-control and peer group only explain academic procrastination simultaneously at 32.8% while the remaining 67.2% are influenced by other factors not examined. However, for self control and peer group variables, it did not have an effect on student academic procrastination. With these results, the results of the coefficient of determination show that self-efficacy, self-control and peer group only explain academic procrastination simultaneously at 32.8% while the remaining 67.2% are influenced by other factors not examined