@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):173-278
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):173-278
Role of Procrastination, Self-Regulation and Metacognition in Predicting Students’ Academic Motivation
ARTICLE INFO
Article Type
Original ResearchAuthors
Abassi M (*)Dargahi Sh (1)
(*) Psychology Department, Literature & Human Sciences Faculty, Kazerun University, Kazerun, Iran
(1) Counseling & Guidance Department, Educational Sciences & Psychology Faculty, Kharazmi University, Tehran, Iran
Correspondence
Address: Psychology Department, Literature & Human Sciences Faculty, Salman Farsi University, Kazeroon, IranPhone: +987212229080
Fax: +987212229080
moslem_abbasi83@yahoo.com
Article History
Received: May 6, 2014Accepted: July 15, 2014
ePublished: November 22, 2014
ABSTRACT
Aims
In each educational system, educational achievement is the most important indicator
of the success of educational and scientific activities and investigating the effective factors
on students’ academic achievement is important to education and psychology researchers
particularly. The aim of this study was to investigate the role of procrastination, self-regulation
and metacognitive beliefs in predicting academic achievement motivation of students.
Materials & Methods This study is cross-sectional and correlation type. The study was done on all students of Arak University of Medical Sciences in 2012-13. 302 subjects were selected based on systematic random sampling method according to Morgan and Krejcie table. Academic achievement motivation scale, self-regulation scale, metacognitive beliefs scale and procrastination academic students’ scale (PASS) were used to collect data. Data were analyzed by the SPSS 18 software using Pearson Correlation coefficient and stepwise regression analysis.
Findings There was a positive and significant correlation between metacognitive beliefs, self-regulation and achievement motivation and there was a negative correlation between procrastination and achievement motivation (p<0.01). In addition, about 18% of the variance in achievement motivation by procrastination, self-regulation and metacognitive beliefs were explained.
Conclusion Procrastination is the strongest predictor of academic achievement motivation.
Materials & Methods This study is cross-sectional and correlation type. The study was done on all students of Arak University of Medical Sciences in 2012-13. 302 subjects were selected based on systematic random sampling method according to Morgan and Krejcie table. Academic achievement motivation scale, self-regulation scale, metacognitive beliefs scale and procrastination academic students’ scale (PASS) were used to collect data. Data were analyzed by the SPSS 18 software using Pearson Correlation coefficient and stepwise regression analysis.
Findings There was a positive and significant correlation between metacognitive beliefs, self-regulation and achievement motivation and there was a negative correlation between procrastination and achievement motivation (p<0.01). In addition, about 18% of the variance in achievement motivation by procrastination, self-regulation and metacognitive beliefs were explained.
Conclusion Procrastination is the strongest predictor of academic achievement motivation.
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