Accepted for/Published in: JMIR Medical Education
Date Submitted: Jul 18, 2021
Open Peer Review Period: Jul 18, 2021 - Sep 12, 2021
Date Accepted: Mar 1, 2022
(closed for review but you can still tweet)
Role of Metacognitive Beliefs in the Prediction of Academic Procrastination: A Case Study at Iran
ABSTRACT
Background:
Academic procrastination is currently a challenge that many students face. Metacognitive beliefs are the main cause of academic procrastination, because it is one of the main reasons for students' academic failure or progress.
Objective:
The present study aimed to determine the predictability level of academic procrastination based on students’ metacognitive beliefs.
Methods:
This descriptive, cross-sectional study was performed on 300 students selected via stratified random sampling. Data were collected using procrastination assessment scale-students and metacognitions questionnaire (MCQ-30). Data analysis was carried out using Pearson’s correlation-coefficient and regression analysis to estimate the correlation coefficient and predictability of academic procrastination based on metacognitive beliefs.
Results:
A negative significant correlation was observed between the subscale of positive beliefs of concern with academic procrastination (r=-.16; P<.001). In addition, the metacognitive beliefs of the participants predicted 10% of academic procrastination. The component of positive metacognitive beliefs with the β value of -.41 negatively and significantly predicted the students’ academic procrastination, whereas the component of negative metacognitive beliefs with the β value of.39 positively and significantly predicted the students’ academic procrastination (P<.001).
Conclusions:
Metacognitive beliefs can predict students' academic procrastination. Due to the predictability of procrastination by metacognitive beliefs, modification of metacognitive beliefs and thus reducing procrastination is suggested.
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Copyright
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