Role of Metacognitive Beliefs in the Prediction of Academic Procrastination: A Case Study of the Students of Kermanshah University of Medical Sciences, Iran (Preprint)
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.