Maladaptive Metacognitive Perspective on Academic Procrastination

The present study was to elucidate how maladaptive metacognition affected academic procrastination. The sample consisted of 100 undergraduate students (50 boys and 50 girls) chosen from D.D.U Gorakhpur University, Gorakhpur Uttar Pradesh, India. The participants were individually administered the Hindi version of the Maladaptive Metacognitions Questionnaire and Academic Procrastination Scale, and the scores below Mean-1SD and above Mean+1SD on the facets of Maladaptive Metacognitions were respectively designated as low and high scorer participants (boys and girls). The effects of levels (low & high) of positive metacognitions and meta-emotions on genders (boys and girls) were analyzed by applying 2 × 2 ANOVA (2 genders × 2 levels of facets of Maladaptive Metacognitions) and results revealed a non-significant main effect of “Gender” on any behavioral measures (AP-1 and AP-2), whereas, the significant main effect of (i) levels of Positive Belief on AP-2 (ii) Levels of cognitive confidence on AP1 (iii) Levels of SPR on AP-1 (iv) Levels of uncontrollability and danger on AP-1 (v) levels of cognitive self-consciousness on AP- 2, and (vi) Levels of MCT on AP-1 and AP-2. The mean comparison revealed that high scorers as compared to low scorers, manifested higher levels of AP-1 and AP2. Results also manifested a non-significant interaction effect of ‘Gender X Levels of sub-factors of MCQ on ‘AP-1 and AP-2.