The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study.

Abstract

BackgroundAcademic procrastination is a challenge that many students face. Metacognitive beliefs are the main cause of academic procrastination because they are one of the main reasons for students' academic failure or progress.ObjectiveThis study aimed to determine whether and to what extent academic procrastination could be predicted based on students’ metacognitive beliefs.MethodsThis descriptive cross-sectional study involved 300 students selected via stratified random sampling. Data were collected using the Procrastination Assessment Scale for Students and the Metacognition Questionnaire-30. The data analysis was done using the Pearson correlation coefficient and regression analysis to estimate the correlation coefficient and predictability of academic procrastination based on metacognitive beliefs.ResultsA significant negative correlation was observed between the subscale of positive beliefs of concern and academic procrastination (r=–0.16; 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 0.45 negatively and significantly predicted the students’ academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the β value of .39 positively and significantly predicted the students’ academic procrastination (P<.001).ConclusionsMetacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested.