Tahereh Golestani bakht; Mahnaz Shokri
Volume 2, Issue 1 , August 2014, , Pages 89-100
Abstract
Introduction: The purpose of this study was to investigate the Relationship between Academic Procrastination with meta-cognitive beliefs of high school students in the city of Amole. Method: The study’s samples were 374 high school students who were selected using the simple random sampling procedure. ...
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Introduction: The purpose of this study was to investigate the Relationship between Academic Procrastination with meta-cognitive beliefs of high school students in the city of Amole. Method: The study’s samples were 374 high school students who were selected using the simple random sampling procedure. Data were collected using scales of Solomon & Rothblum Academic Procrastination and Wells & Cartwright - HattonMeta-cognition. Cronbach's alpha coefficient was used to determine the reliability of the research instruments. Findings: Data were analyzed by t-test and stepwise regression. t-test indicated that there was significant difference between male and female students of academic procrastination, so procrastination of male is more than female. But there was not difference in meta-cognitive beliefs between two groups. Stepwise multivariable regression analysis revealed that among the components of meta-cognitive beliefs, cognitive uncertainty was stronger predictor for academic procrastination. Conclusion: There was no significant difference between male and female in meta-cognitive but significant difference in academic procrastination and cognitive uncertainty is useful in prediction of Academic procrastination.
