TY  - JOUR
AU  - Safari, Yahya
AU  - Yousefpoor, Nasrin
PY  - 2022
DA  - 2022/7/28
TI  - The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study
JO  - JMIR Med Educ
SP  - e32185
VL  - 8
IS  - 3
KW  - procrastination
KW  - metacognitive awareness
KW  - medical students
KW  - academic training
AB  - 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. 
SN  - 2369-3762
UR  - https://mededu.jmir.org/2022/3/e32185
UR  - https://doi.org/10.2196/32185
UR  - http://www.ncbi.nlm.nih.gov/pubmed/35900821
DO  - 10.2196/32185
ID  - info:doi/10.2196/32185
ER  -