Investigation of the Relationship between Metamemory, Metacognition, and Academic Vitality with Academic Procrastination among Students
The present study aimed to investigate the relationship between metamemory, metacognition, and academic vitality with academic procrastination among students. This research was applied in purpose and descriptive in nature, employing a correlational design. The statistical population consisted of all undergraduate male and female psychology students at Ayatollah Amoli Islamic Azad University (N = 552). Of the 552 eligible students, 180 were invited and 160 completed the questionnaires through voluntary convenience sampling and completed the Metamemory Questionnaire (Troyer & Rich, 2002) and the Metacognition Questionnaire (Cartwright-Hatton & Wells, 1997), virtually. Findings from Pearson’s correlation coefficient revealed that metamemory, metacognition, and academic vitality had a significant negative relationship with academic procrastination (p p < 0.01), was the strongest negative predictor of academic procrastination.
Authors
- Amir Maghsoudi (ORCID: https://orcid.org/0000-0002-8094-4620)
- Parvaneh Mohammadian
- Fatemeh Ghaffari (ORCID: https://orcid.org/0000-0003-1940-1579)
- Mahdi Mohammadi (ORCID: https://orcid.org/0000-0001-9616-6125)
- Sanaz Saber
- Danial Kazemi (ORCID: https://orcid.org/0000-0003-0705-1487)
- Zeinab Amiri
- Salman Shokri
- Ahmed Abdalazim Mostafa (ORCID: https://orcid.org/0000-0002-3350-8519)
- Sahel Cheraghi
- Atefeh Mortezagholi
- Nasratullah Hajizada
- Matineh Ravanji
- Faezeh Seyedi
- Donya Khorshidvand
- Hossein Khavari
- Rezvan Yousef Zamanian
Publication Details
- Journal
- Sociology Mind
- Published
- 2025-01-01
- DOI
- https://doi.org/10.4236/sm.2025.155021
- Primary Topic
- Perfectionism, Procrastination, Anxiety Studies
- Type
- article
- Field-Weighted Citation Impact
- 0.00