How self-regulated learning strategies interfere between metacognitions and decisional procrastination

Psychology, Society, & Education

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Field Value
 
Title How self-regulated learning strategies interfere between metacognitions and decisional procrastination
 
Creator de Palo, Valeria
Monacis, Lucia
Sinatra, Maria
 
Subject Decisional procrastination; Self-regulated learning; Metacognitive beliefs
 
Description Generally conceptualized as a failure of performance, procrastination has been a central focus of psycho-educational research. Among the various facets of the construct, decisional procrastination has been scarcely analyzed in relation with self-regulated learning strategies. Assuming a cognitive standpoint we investigated the linkage between decisional procrastination and metacognitive beliefs about procrastination, taking into account self-regulated learning strategies as potential mediators. A sample of 296 undergraduate students filled out a questionnaire measuring metacognitive beliefs about procrastination, concentration on academic tasks and interests in academic success, and decisional procrastination. The hypothesized model was partially confirmed: Results from structural equation model indicated that: (1) positive metacognitive beliefs about procrastination had an adverse impact on both concentration and interests; (2) concentration mediated the relationship between positive metacognitions and decisional procrastination. Although the results were preliminary in nature, they provided a basis for examining procrastination as a barrier to academic success. Some professional indications for education were suggested.
 
Publisher Editorial Universidad de Almería
 
Contributor
 
Date 2019-04-24
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artículo revisado por pares
 
Format application/pdf
 
Identifier http://ojs.ual.es/ojs/index.php/psye/article/view/1932
10.25115/psye.v11i1.1932
 
Source Psychology, Society, & Education; Vol. 11, Núm. 1 (2019); 39-52
Psychology, Society, & Education; Vol. 11, Núm. 1 (2019); 39-52
1989709X
2171-2085
10.25115/psye.v11i1
 
Language eng
 
Relation http://ojs.ual.es/ojs/index.php/psye/article/view/1932/2858
 
Rights Copyright (c) 2019 Psychology, Society, & Education
 

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