Published Paper Details:

Today's age is characterized by unprecedented dependence on digital devices and the internet. Additionally, procrastination is a prevalent issue in the academic sphere. In recent years, the constant availability of the internet, the prevalence of social media, and streaming services have amplified the temptation to engage in these activities instead of completing one's academic tasks. Additionally, poor self-regulation is also a huge contributor to procrastination. This study aimed to investigate the relationship between self-regulation, screen time, and procrastination among school and college/university students. A survey method was employed to collect data from a sample of 200 participants. The data was collected using self-reported measures, which included the Short Self-Regulation Questionnaire, and the Procrastination Assessment Scale - Students. The findings revealed that there is a significant relationship between self-regulation, screen time, and procrastination. Additionally, it was revealed that school children spend less time on screen as compared to university students, The study has several implications for educators and parents, highlighting the importance of promoting self-regulation skills and reducing screen time to prevent procrastination in students. Limiting screen time and encouraging self-regulation skills could help students to become more productive and effective learners, ultimately improving their academic performance and overall well-being.