%0 Journal Article
%@ 2369-3762
%I JMIR Publications
%V 8
%N 3
%P e32185
%T The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study
%A Safari,Yahya
%A Yousefpoor,Nasrin
%+ Department of General Paramedicine, School of Paramedical Sciences, Kermanshah University of Medical Sciences, Dolatabad Street, Kermanshah, 6719875131, Iran, 98 9188349360, n_yousefpoor@yahoo.com
%K procrastination
%K metacognitive awareness
%K medical students
%K academic training
%D 2022
%7 28.7.2022
%9 Original Paper
%J JMIR Med Educ
%G English
%X 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 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). Conclusions: Metacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested. 
%M 35900821
%R 10.2196/32185
%U https://mededu.jmir.org/2022/3/e32185
%U https://doi.org/10.2196/32185
%U http://www.ncbi.nlm.nih.gov/pubmed/35900821