@Article{info:doi/10.2196/32185,
author="Safari, Yahya
and Yousefpoor, Nasrin",
title="The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study",
journal="JMIR Med Educ",
year="2022",
month="Jul",
day="28",
volume="8",
number="3",
pages="e32185",
keywords="procrastination; metacognitive awareness; medical students; academic training",
abstract="Background: Academic 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. Objective: This study aimed to determine whether and to what extent academic procrastination could be predicted based on students' metacognitive beliefs. Methods: This 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. Results: A 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 $\beta$ value of 0.45 negatively and significantly predicted the students' academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the $\beta$ value of .39 positively and significantly predicted the students' academic procrastination (P<.001). Conclusions: Metacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested. ",
issn="2369-3762",
doi="10.2196/32185",
url="https://mededu.jmir.org/2022/3/e32185",
url="https://doi.org/10.2196/32185",
url="http://www.ncbi.nlm.nih.gov/pubmed/35900821"
}