Amna Haider2025-11-262025-11-262020https://escholar.umt.edu.pk/handle/123456789/12995The current study investigated the mediating relationship of motivational beliefs between self-regulated learning and academic procrastination among adult e-learners. It was hypothesized that there would likely be a relationship between self-regulated learning, motivational beliefs and academic procrastination among e-learners. Self-regulated learning and motivational beliefs would likely predict lower level of academic procrastination. It was also hypothesized to investigate mediating role of motivational beliefs in relationship between self- regulated learning and academic procrastination among e-learners. It was a Cross-sectional research. Purposive sample was comprised of 381 (M=132, F=249 age range 21-45) e-learner students recruited from Virtual University of Pakistan. Data was collected by generating Google Form. Measurements included self-regulated learning questionnaire (EdaÖz &ŞenayŞen, 2018), MUSIC inventory (Jones, 2018) and academic procrastination scale (Bashir & Gupta, 2019). Results showed that self-regulated learning and components of MUSIC inventory of motivation were negatively correlated with academic procrastination. Hierarchical regression analysis revealed that self-regulated learning and success (component of MUSIC inventory) is significant negative predictor of academic procrastination. Results revealed the mediating role of success and usefulness (components of MUSIC inventory) between self-regulated learning and academic procrastination. Additional findings revealed that students from rural areas procrastinate more as compared to students from urban areas. Moreover, female participants scored higher on interest subscale of MUSIC inventory than male participants. Current study addressed issue of academic procrastination and would help university teachers to motivate students in order to 2 monitor their learning activities.en-USThesis