Role of Academic Procrastination on Metacognition of senior Secondary School Students of Central Kashmir

Procrastination is a universal phenomenon that affects most people in a variety of contexts. Academic procrastination is so common that it calls for systematic study that first identifies risk factors for academic procrastination and then looks at potential solutions, such metacognition, to lessen it. Metacognition is comprised of metacognitive control and metacognitive knowledge. Metacognitive control refers to the capacity to govern and to regulate one’s cognitive processes while metacognitive knowledge refers to the awareness of one’s own cognitive processes [1] have found that Metacognition is crucial in understanding and forecasting procrastination. This study aims to find the effect of academic procrastination and its dimensions on metacognition of senior secondary school students. For the study a sample of 383 individual subjects were taken. The sample was further divided into 180 males and 203 females. Academic Procrastination scale by [2] and Metacognitive Awareness Inventory Scale by [3] were utilized for this study. The findings demonstrate that academic procrastination and its aspects significantly impact adolescents’ metacognition.