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)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Role of Metacognitive Beliefs in the Prediction of Academic Procrastination: A Case Study of the Students of Kermanshah University of Medical Sciences, Iran
ABSTRACT
Background:
The present study aimed to determine the predictability level of academic procrastination based on students’ metacognitive beliefs at Kermanshah University of Medical Sciences (KUMS), Iran.
Objective:
Determine the predictability level of academic procrastination based on students’ metacognitive beliefs at Kermanshah University of Medices (KUMS), Iran.cal Scien
Methods:
Materials and
Methods:
This descriptive, cross-sectional study was performed on 300 students selected via stratified random sampling. Data were collected using PASS by Solomon and Rothblum (1984) and Mc0-30 by Wells and Cartwright-Hatton. Data analysis was carried out using Pearson’s correlation-coefficient and regression analysis.
Results:
Results:
A negative significant correlation was observed between the subscale of positive beliefs of concern with academic procrastination (r=-0.16; P<0.05). In addition, the metacognitive beliefs of the participants predicted 10% of academic procrastination. The component of positive metacognitive beliefs with the beta value of -0.45 negatively and significantly predicted the students’ academic procrastination, whereas the component of negative metacognitive beliefs with the beta value of 0.42 positively and significantly predicted the students’ academic procrastination (P<0.05).
Conclusions:
Conclusion: The obtained results had implications for the better understanding of academic procrastination and using academic interventions for its correction.
Citation
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Copyright
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