Metacognition and Academic Procrastination: A Meta-Analytical Examination

Zhou, Mingming; Lam, Kelly Ka Lai; Zhang, Yajun

doi:10.1007/s10942-021-00415-1

Cited by 9 publications

(6 citation statements)

References 111 publications

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“…Study was conducted on students in Iran using random sampling in order to evaluate the relationship between metacognitive philosophies and procrastination. Results of the study showed that elements of metacognition, i.e., control of thoughts, positive beliefs about apprehension, and cognitive confidence were positively linked with procrastination, while uncontrollability, self-consciousness, and selfregulation were negatively correlated with procrastination (Zhou, Lam, & Zhang, 2022). Hence, concluding the literature, it has been proved that there is a strong relationship between metacognitive beliefs and procrastination.…”

Section: Introductionmentioning

confidence: 74%

The Nexus Between Metacognition and Procrastination

Malik¹

2022

REAL

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This research examined the effects of metacognition on procrastination and also investigated how metacognition plays an integral role in the development of procrastination. The study also examines the moderating roles of metacognition and gender on procrastination. The sample was selected by using two-way cluster sampling, i.e., 254 students (74 males and 180 females) from the Islamia University of Bahawalpur. Participants were given the Tuckman Procrastination Scale (Tuckman, 1991) and the Metacognition Questionnaire-30 (MCQ-30) (Wells & Cartwright Hatton, 2004). Results indicated that and metacognition both have a negative correlation with procrastination. In sum, the present findings provide adequate understanding of the relationship between some positive and negative impacts of metacognition on procrastination. The implications of the findings are discussed, and recommendations are taken into consideration for future research.

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Section: Introductionmentioning

confidence: 74%

The Nexus Between Metacognition and Procrastination

Malik¹

2022

REAL

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“…In the same vein, Kim and Seo (2015) exhibit that academic procrastination is commonly related to a deficiency in academic performance and motivation. On the other hand, it is observed that self-regulation and metacognition have not drawn Turkish researchers' attention despite their recognition of self-regulatory failure (Steel, 2007;Zhou et al, 2022). Finally, several independent variables are assessed in association with academic procrastination.…”

Section: Discussionmentioning

confidence: 99%

“…Over time, several meta-analyses on procrastination have been accomplished in which findings coming from different studies were combined and reviewed to provide information about the relationship between procrastination and a wide range of variables (Kim & Seo, 2015;Steel, 2007;van Eerde & Klingsieck, 2018;Zhou et al, 2022). In his study Steel (2007) reviewed 216 publications (book chapters, conference proceedings, journal articles, etc.)…”

Section: Research Questionsmentioning

confidence: 99%

“…They found out that procrastination decreased after getting intervention and its effect remained constant. In a recent meta-analysis, Zhou et al (2022) examined 59 studies published between 2003 and February 2021 to identify the association between two forms of academic procrastination (passive procrastination or negative form versus active procrastination or positive form) and three types of metacognition (i.e., metacognitive awareness, beliefs, and regulation). They found that metacognitive belief and regulation were significantly and negatively related to passive procrastination; nevertheless, regardless of its types, metacognition was not significantly associated with active procrastination.…”

Section: Research Questionsmentioning

confidence: 99%

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Türkiye’de Akademik Erteleme Üzerine 2003-2021 Yılları Arasında Yapılan Lisansüstü Tezlerin Analizi

SARIASLAN¹,

Akbulut

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı akademik erteleme üzerine Türkiye’de yayımlanmış lisansüstü tezlerin çeşitli değişkenler açısından durumunu değerlendirmeye yönelik analizini yapmaktır. Bu amaç doğrultusunda Ulusal Tez Merkezi’nde “akademik erteleme” ve İngilizcesi olan “academic procrastination” anahtar kelimeleri kullanılarak yapılan tarama sonucunda bulunan lisansüstü tezlerinin bir listesi çıkarılmıştır. Bu tezler arasından çalışma grubunu öğrencilerin oluşturduğu ve erişim izni bulunan tüm lisansüstü tezler araştırmaya dahil edilmiştir. Belirlenen ölçütler doğrultusunda 2003-2021 yılları arasında yayımlanan toplam 101 lisansüstü tez, betimsel içerik analizi yöntemine dayalı doküman analizi yapılarak incelenmiştir. Çalışmada incelenen tezler program türü, basıldığı yıl, araştırmanın yapıldığı üniversite, enstitü ve anabilim dalı, yazıldığı dil, araştırmacının cinsiyeti, araştırma deseni, örneklem belirleme yöntemi, örneklem büyüklüğü, veri toplanan bölge, öğrenim kademesi ve akademik ertelemeyi ölçmek için kullanan veri toplama aracı değişkenlerine göre dağılımı incelenmiştir. Çalışma sonucunda incelenen tezlerin ağırlıklı olarak yüksek lisans programında (%86.14), 2019 yılında (%15.84), Gazi Üniversitesinde (%5.94), Eğitim Bilimleri Enstitüsünde (%56,44), Eğitim Bilimleri Anabilim Dalında (%53,47), Türkçe dilinde (%92,08), kadın araştırmacılar tarafından (%59,41), tarama desenine dayalı (%94,06), seçkisiz örnekleme yöntemi kullanılarak (% 59,41), 400-499 arasında örneklem büyüklüğü ile (%22,77), İç Anadolu Bölgesinde (28.71%), lisans öğrencileri ile (%53,46) ve Çakıcı (2003) tarafından geliştirilen Akademik Erteleme Ölçeği (%56,43) kullanılarak yapıldığı tespit edilmiştir.

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“…2020). Thus the benchmark for the success of educational goals is determined by the state of the learning implementation of students (Zhou, Lam, & Zhang. 2022) .…”

Section: Introductionmentioning

confidence: 99%

Academic Procrastination Analysis in Elementary School

Mawarni¹,

Purnama²

2022

WIDYAGOGIK

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The success of education in elementary schools will determine the success of education at the next level. But academic procrastination is one of the threats to the success of education in elementary schools. The objectives of this study were (1) to determine the academic procrastination of students in the class of SD Negeri 1 Nusa Raya, Belitang III sub-district. (2) To determine the factors that cause students' academic procrastination at SD Negeri 1 Nusaraya, Belitang III sub-district. This research uses descriptive qualitative research. The results showed that there was academic procrastination behavior at MTs Mambaul Ulum SD Negeri 1 Nusaraya, Belitang III sub-district, forms of academic procrastination behavior in students including delays and delays in collecting assignments, depending on friends, and poor time management. Factors that cause students to do academic procrastination Internal factors in the form of Lack of motivation to learn, self-discipline, and ideals to be achieved seriously, and also external factors, namely the environment, parenting patterns, and communication technology that affect participants’ students to procrastinate, be late and not submit assignments.

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Metacognition and Academic Procrastination: A Meta-Analytical Examination

Cited by 9 publications

References 111 publications

The Nexus Between Metacognition and Procrastination

The Nexus Between Metacognition and Procrastination

Türkiye’de Akademik Erteleme Üzerine 2003-2021 Yılları Arasında Yapılan Lisansüstü Tezlerin Analizi

Academic Procrastination Analysis in Elementary School

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