Investigation of the Relationship between Metamemory, Metacognition, and Academic Vitality with Academic Procrastination among Students — Oak Academic Publishing
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Investigation of the Relationship between Metamemory, Metacognition, and Academic Vitality with Academic Procrastination among Students
School of Science in Psychology, Islamic Azad University, Ayatollah Amolie Branch, Amol, Iran
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Empirical Science Field, Imam Khomeini State Model Boys’ High School, Damavand, Iran
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School of English Language Translation, Islamic Azad University of Damavand Branch, Damavand, Iran
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School of Computer Networks, Dr. Shariati Technical and Vocational College, National University of Skills, Tehran, Iran
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School of Social Science, Faculty of Science, Islamic Azad University, Rudehen Branch, Rudehen, Iran
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Computer Science Field, Tajrobawe High School, Parwan, Afghanistan
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Computer Science Field, Dr. Hesabi Art School, Damavand, Iran
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Department of Vocational and Technical Education, Farhangian University, Sherafat Branch, Tehran, Iran
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School of Business Management, Azad University, Tehran, Iran
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School of Psychology, West Tehran University, Tehran, Iran
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School of Computer Engineering, Islamic Azad University of Damavand Branch, Damavand, Iran
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School of Computer Software, Islamic Azad University of Pardis, Pardis, Iran
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Narges High School, Second Year of High School-Science, Damavand, Iran
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Computer Science Field, Shahid Mofateh Public Boys’ Technical High School, Absard, Iran
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School of Personality Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, South Tehran Branch, Tehran, Iran
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Graphic Field of Study, Zeinabieh High School, Damavand, Iran
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School of Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
1 School of Science in Psychology, Islamic Azad University, Ayatollah Amolie Branch, Amol, Iran
2 Empirical Science Field, Imam Khomeini State Model Boys’ High School, Damavand, Iran
3 School of English Language Translation, Islamic Azad University of Damavand Branch, Damavand, Iran
4 School of Computer Networks, Dr. Shariati Technical and Vocational College, National University of Skills, Tehran, Iran
5 School of Social Science, Faculty of Science, Islamic Azad University, Rudehen Branch, Rudehen, Iran
6 Computer Science Field, Tajrobawe High School, Parwan, Afghanistan
7 Computer Science Field, Dr. Hesabi Art School, Damavand, Iran
8 Department of Vocational and Technical Education, Farhangian University, Sherafat Branch, Tehran, Iran
9 School of Business Management, Azad University, Tehran, Iran
10 School of Psychology, West Tehran University, Tehran, Iran
11 School of Computer Engineering, Islamic Azad University of Damavand Branch, Damavand, Iran
12 School of Computer Software, Islamic Azad University of Pardis, Pardis, Iran
13 Narges High School, Second Year of High School-Science, Damavand, Iran
14 Computer Science Field, Shahid Mofateh Public Boys’ Technical High School, Absard, Iran
15 School of Personality Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, South Tehran Branch, Tehran, Iran
16 Graphic Field of Study, Zeinabieh High School, Damavand, Iran
17 School of Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
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 < 0.01). Furthermore, the results of multiple regression analysis indicated that metamemory, with the highest beta value (β = −0.439, p < 0.01), was the strongest negative predictor of academic procrastination.
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