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This study aims to determine the extent to which the desirable attitude of procrastination and difficulty affects the goals of independent learning. A stratified random sampling procedure was used to obtain 347 respondents from junior high school students from a population of 88.576 students. Motivation of independent learning goals as measured in the SELLMO scale test, procrastination attitude as measured by the Procrastination Scale Test (TPS, Tuckman). Mathematics lessons became subject the desirable difficulties of measured with a self-made instrument (Cronbach's Alpha = .82). The results of the study: There is a simultaneous significant effect of the attitude of procrastination and the desirable difficulty on the motivation of independent learning goals. Further findings there are differences in attitudes of procrastination and desirable difficulty between men and women, where women are higher than men in the motivation of independent learning goals.
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