Structural model of the metacognitive beliefs and effect of self-esteem on academic procrastination among university students
| Autor: | Hassan Ali Veiskarami, Ezatolah Ghadampour, Hosain Vejdanparast |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
self-esteem
lcsh:LC8-6691 education.field_of_study lcsh:Special aspects of education media_common.quotation_subject lcsh:BF1-990 Population Self-esteem Procrastination Academic procrastination Metacognition Regression analysis lcsh:Psychology Consistency (negotiation) Scale (social sciences) metacognitive beliefs Time management Psychology education Social psychology media_common |
| Zdroj: | International Journal of Educational and Psychological Researches, Vol 3, Iss 4, Pp 229-234 (2017) |
| ISSN: | 2395-2296 |
| Popis: | AIMS: The present study was conducted with the purpose of preparing the regression model of academic procrastination among university students based on their metacognitive beliefs and self-esteem. METHODOLOGY: The present study is a correlational study with a regression modeling. The population included 2062 students, of which a sample of 324 students was selected based on proportional hierarchical sampling based on Cochran's formula. The instruments of the study included Savari academic procrastination scale, Wells' metacognitive scale (Wells, Cartwright-Hatton) and Coopersmith self-esteem scale. RESULTS: The results indicated that there is a negative and significant relationship between the indexes of self-esteem and academic procrastination. The indexes of metacognitive beliefs had a positive and significant relationship with procrastination. The examination of different indexes indicated the consistency between the model and the data. Moreover, the direct path of self-esteem to procrastination was negative and significant. The results of the study show the significance of the direct role of metacognitive variables in explaining procrastination among the students. CONCLUSIONS: The person possessing metacognitive skills is a purposeful person who uses time management techniques, meaningful practice to reduce procrastination, and self-esteem enables the student to act efficient and meaningful in assignments to reduce procrastination. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|