Top

Journal of Rational-Emotive & Cognitive-Behavior Therapy

Gepubliceerd in:

30-08-2021

Metacognition and Academic Procrastination: A Meta-Analytical Examination

Auteurs: Mingming Zhou, Kelly Ka Lai Lam, Yajun Zhang

Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy | Uitgave 2/2022

Abstract

Procrastination is a universal phenomenon that occurs to most individuals in various settings. Such prevalence of academic procrastination suggests a need for systematic research that documents potential factors that lead to academic procrastination and subsequently explores potential ways to reduce procrastination, such as metacognition. Grounded upon the Self-Regulatory Executive Function (Wells and Matthews in Cognit Emot 8(3):279–295. https://doi.org/10.1080/026999394084089421994), metacognition plays an essential role in explaining and predicting procrastination. As the first attempt, this study aims to review and synthesize past empirical findings on the relationship between metacognition and procrastination. Fifty-nine relevant articles involving a total of 23,627 participants were synthesized in this meta-analysis. Using the robust variance estimation, results showed significant small effect sizes of metacognition for passive procrastination (− .28), but not for active procrastination (.03). Further, different dimensions of metacognition showed different relation patterns with procrastination. In particular, metacognitive belief and metacognitive regulation were significantly associated with passive procrastination; however, metacognition (regardless the types) was not significantly associated with active procrastination. After controlling for all proposed moderators (grade level, individualistic index, and gender), no significant moderation effects were found in the overall metacognition–active procrastination relationship or metacognition–passive procrastination relationship. The implications of the findings were discussed.

vorige artikel Efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching

volgende artikel An Evaluation of Cognitive Behaviour Therapy with Mindfulness (CBTm) Classes and Telepsychology Utility in Rural Community Settings

Alleen toegankelijk voor geautoriseerde gebruikers

(References marked with an asterisk indicate studies included in the meta-analysis)

Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42(7), 1301–1310. https://doi.org/10.1016/j.paid.2006.10.008CrossRef

American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377–402.CrossRef

Anderson, C. E., Jr., & Walker, J. D. (1991). An examination of long-rod penetration. International Journal of Impact Engineering, 11(4), 481–501. https://doi.org/10.1016/0734-743X(91)90015-8CrossRef

Balkis, M., & Erdinç, D. U. R. U. (2017). Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance. Electronic Journal of Research in Educational Psychology, 15(1), 105–125. https://doi.org/10.14204/ejrep.41.16042CrossRef

*Bashir, L. (2019). Social networking usage, academic procrastination and performance among university students: Role of self-efficacy and metacognitive beliefs. Unpublished doctoral dissertation, Lovely Professional University, India.

Bashir, L., & Gupta, S. A. (2018). Deeper look into the relationship between academic procrastination and academic performance among university students. Research Guru, 12(3), 531–540.

*Bayrak, F. (2017). Pre-service ICT teachers’ academic procrastination behaviours and self-regulation perceptions in blended learning environment. Ege Journal of Education, 19(2), 470–487. https://doi.org/10.12984/egeefd.370025CrossRef

Bedel, E. F. (2017). The role of mindfulness and metacognitive awareness in predicting academic procrastination in pre-service early childhood teachers. Journal of Higher Education and Science, 7(3), 504–514. https://doi.org/10.5961/jhes.2017.227CrossRef

*Behrozi, N., Yeilagh, M. S., & Mansourian, A. (2013). The relationship between self-regulated learning strategies, motivational learning strategies, procrastination and academic performance among the first grade of high school male students in Boushehr. Journal of Life Science and Biomedicine, 3(4), 277–284.

Benzies, K. M., Premji, S., Hayden, K. A., & Serrett, K. (2006). State-of-the-evidence reviews: Advantages and challenges of including grey literature. Worldviews on Evidence-Based Nursing, 3(2), 55–61. https://doi.org/10.1111/j.1741-6787.2006.00051.xCrossRefPubMed

Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.xCrossRefPubMedPubMedCentral

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Wiley.CrossRef

*Cao, L. (2012). Differences in procrastination and motivation between undergraduate and graduate students. Journal of the Scholarship of Teaching and Learning, 12(2), 39–64.CrossRef

Cartwright-Hatton, S., & Wells, A. (1997). Beliefs about worry and intrusions: The Meta-Cognitions Questionnaire and its correlates. Journal of Anxiety Disorders, 11(3), 279–296. https://doi.org/10.1016/S0887-6185(97)00011-XCrossRefPubMed

*Çetin, N., & Ceyhan, E. (2018). The relationship between the academic procrastination of high school students and the trait anxiety, irrational belief, self-regulation and academic achievement. H. U. Journal of Education, 32(2), 460–479. https://doi.org/10.16986/HUJE.2017028261CrossRef

*Chen, L., Yang, M., Ding, H., Liu, Y., & Hu, J. (2020). Current status of academic procrastination in nursing undergraduates and postgraduates. Journal of Nursing (China), 27(17), 39–44.

Cheng, S., Li, M., & Zhang, H. (2010). A survey on undergraduates’ procrastination behavior and its relationship with meta-cognition and emotion. Chinese Journal of Clinical Psychology, 18, 238–240. [In Chinese].

*Cheng, Y. (2020). The relationship between fear of failure, metacognitive strategies, and academic procrastination in college students. Unpublished master thesis, Tamkang University, Taiwan.

Cheung, M. W. L. (2019). A guide to conducting a meta-analysis with non-independent effect sizes. Neuropsychology Review, 29, 387–396. https://doi.org/10.1007/s11065-019-09415-6CrossRefPubMedPubMedCentral

Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195–212. https://doi.org/10.3200/SOCP.149.2.195-212CrossRefPubMed

Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of" active" procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245–264. https://doi.org/10.3200/SOCP.145.3.245-264CrossRefPubMed

*Çikrikci, Ö. (2016). Academic procrastination: The role of metacognitive awareness and educational stress. Mediterranean Journal of Educational Research, 19(1), 39–52.

Clariana, M., Gotzens, C., del Mar Badia, M., & Cladellas, R. (2012). Procrastination and cheating from secondary school to university. Electronic Journal of Research in Educational Psychology, 10(2), 737–754.

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences. Routledge.CrossRef

Cohen, S. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The Claremont symposium on applied social psychology: The social psychology of health (pp. 31–67). Sage Publications.

*Corkin, D. M., Shirley, L. Y., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5), 602–606. https://doi.org/10.1016/j.lindif.2011.07.005CrossRef

De Palo, V., Monacis, L., Miceli, S., Sinatra, M., & Di Nuovo, S. (2017). Decisional procrastination in academic settings: The role of metacognitions and learning strategies. Frontiers in Psychology, 8, 1–8. https://doi.org/10.3389/fpsyg.2017.00973CrossRef

Deemer, E. D., Yough, M., & Morel, S. A. (2018). Performance-approach goals, science task preference, and academic procrastination: Exploring the moderating role of competence perceptions. Motivation and Emotion, 42(2), 200–213. https://doi.org/10.1007/s11031-017-9649-zCrossRef

*Demir, M. F., & Baloğlu, N. (2020). Relationship between metacognition skills and academic procrastination behaviors of the high school students. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 242–259. https://doi.org/10.31592/aeusbed.640030CrossRef

*Deng, F., Dou, Y., Chen, F., Ni, T., & Cheng, M. (2020). A study on the correlation between procrastination metacognition and academic procrastination of college nursing students at the basic course stage. Health Vocational Research, 38(2), 107–109.

DeSimone, P. (1993). Linguistic assumptions in scientific language. Contemporary Psychodynamics: Theory, Research and Application, 1, 8–17.

*Ding, T., Yu, X., & Gong, X. (2015). Different procrastination types of college students: From a self-regulated learning perspective. Education Research Monthly, 10, 87–92.

Duval, S., & Tweedie, R. (2000). A nonparametric “trim and fill” method of accounting for publication bias in meta-analysis. Journal of the American Statistical Association, 95(449), 89–98. https://doi.org/10.1080/01621459.2000.10473905CrossRef

Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315, 629–634. https://doi.org/10.1136/bmj.315.7109.629CrossRefPubMedPubMedCentral

Else-Quest, N. M., Hyde, J. S., Goldsmith, H. H., & Van Hulle, C. A. (2006). Gender differences in temperament: A meta-analysis. Psychological Bulletin, 132(1), 33–72. https://doi.org/10.1037/0033-2909.132.1.33CrossRefPubMed

*Escobar, A., & Corzo, L. (2018). Procrastinación académica, autorregulación del aprendizaje y ansiedad en estudiantes de recién ingreso a comunidades universitarias. Unpublished doctoral dissertation, Universidad Nacional Abierta ya Distancia, Colombia.

*Escolano-Pérez, E., Bravo-Álvarez, Á., Herrero-Nivela, L., & Acero-Ferrero, M. (2017, October). Why do students leave everything to the last minute? Variables underlying self-regulation learning. Paper presented at the IV Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (CINAIC 2017). Zaragoza, Spain.

Fernie, B. A., Bharucha, Z., Nikčević, A. V., Marino, C., & Spada, M. M. (2017). A Metacognitive model of procrastination. Journal of Affective Disorders, 210, 196–203. https://doi.org/10.1016/j.jad.2016.12.042CrossRefPubMed

*Fernie, B. A., Kopar, U. Y., Fisher, P. L., & Spada, M. M. (2018). Further development and testing of the metacognitive model of procrastination: Self-reported academic performance. Journal of Affective Disorders, 240, 1–5. https://doi.org/10.1016/j.jad.2018.07.018CrossRefPubMed

Fernie, B. A., McKenzie, A. M., Nikčević, A. V., Caselli, G., & Spada, M. M. (2016). The contribution of metacognitions and attentional control to decisional procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 34(1), 1–13. https://doi.org/10.1007/s10942-015-0222-yCrossRef

Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on ‘working best under pressure.’ European Journal of Personality, 15(5), 391–406. https://doi.org/10.1002/per.413CrossRef

Ferrari, J. R., Crum, K. P., & Pardo, M. A. (2018). Decisional procrastination: Assessing characterological and contextual variables around indecision. Current Psychology, 37(2), 436–440. https://doi.org/10.1007/s12144-017-9681-xCrossRef

Ferrari, J. R., & Roster, C. A. (2018). Delaying disposing: Examining the relationship between procrastination and clutter across generations. Current Psychology, 37(2), 426–431. https://doi.org/10.1007/s12144-017-9679-4CrossRef

Fisher, Z., Tipton, E., & Zhipeng, H. (2018). Package “robumeta.” Retrieved from https://cran.r-project.org/web/packages/robumeta/robumeta.pdf.

*Fujuta, T. (2010). A study of the relationship between metacognitive strategies and the academic procrastination behavior in college student. Bulletin of Center for Educational Research and Development, 19, 81–86.

Fulano, C. S. (2017). Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescents. Unpublished doctoral thesis, University of Minho, Portugal.

*Gendron, A. L. (2011). Active procrastination, self-regulated learning and academic achievement in university undergraduates. Unpublished master thesis, University of Victoria, Canada.

Ghadampour, E., & Beiranvand, K. (2019). Effect of cognitive and metacognitive learning strategies training on academic procrastination and self efficacy in students. Advances in Cognitive Science, 21(3), 31–41. https://doi.org/10.30699/icss.21.3.31CrossRef

*Ghadampour, E., Veiskarami, H., & Vejdanparast, H. (2017). Structural model of the metacognitive beliefs and effect of self-esteem on academic procrastination among university students. International Journal of Educational and Psychological Researches, 3(4), 229–234.CrossRef

Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning and Assessment, 2(1), 1–51.

*Gürgân, U., & Gündoğdu, I. (2019). An investigation of students studying at the university in science, mathematics and social programs, metacognitive skills, academic perfectionism and academic procrastination behaviors by various variables. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(1), 152–175. https://doi.org/10.17522/balikesirnef.547262CrossRef

*Gutiérrez-García, A. G., Huerta-Cortés, M., & Landeros-Velázquez, M. G. (2020). Academic procrastination in study habits and its relationship with self-reported executive functions in high school students. Journal of Psychology and Neuroscience, 2(1), 1–9.

Hedges, L. V., Tipton, E., & Johnson, M. C. (2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1, 39–65. https://doi.org/10.1002/jrsm.5CrossRefPubMed

Hess, B., Sherman, M. F., & Goodman, M. (2000). Eveningness predicts academic procrastination: The mediating role of neuroticism. Journal of Social Behavior and Personality, 15(5), 61–74.

Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539–1558. https://doi.org/10.1002/sim.1186CrossRefPubMed

Hofstede, G. J. (1980). Culture’s consequences. Sage.

Hosseini, F., & Khayyer, M. (2009). Prediction of behavioral and decisional procrastination considering meta-cognition beliefs in university students. Iranian Journal of Psychiatry and Clinical Psychology, 15(3), 265–273.

*Hsiao, M., & Hsieh, C. (2017). The relations among parenting styles, self-regulation learning strategies and academic procrastination in adolescence. The Journal of Educational Science, 15(2), 121–148.

Huntley, C. D., & Fisher, P. L. (2016). Examining the role of positive and negative metacognitive beliefs in depression. Scandinavian Journal of Psychology, 57(5), 446–452.CrossRefPubMed

Infante Borinaga, G., Rey-Baltar, A. Z., & Echeazarra Escuero, I. (2019). A new questionnaire to assess procrastination in physical-sports activity: PAFD. RETOS–Neuvas Tendencias en Educacion Fisica. Deporte y Recreacion, 36, 26–31.

Karas, D., & Spada, M. M. (2009). Brief cognitive-behavioural coaching for procrastination: A case series. Coaching: An International Journal of Theory, Research and Practice, 2(1), 44–53.

Kavousian, J., & Karimi, K. (2019). The effectiveness of metacognitive skills training on students’ academic procrastination and academic delay of gratification. Journal of Cognitive Psychology, 6(4), 14–24.

Keller, H., & Kärtner, J. (2013). Development: The cultural solution of universal developmental tasks. In M. J. Gelfand, C.-Y. Chiu, & Y.-Y. Hong (Eds.), Advances in culture and psychology. Advances in culture and psychology (pp. 63–116). New York, NY: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199930449.003.0002.

*Kim, D., Kim, M., Nam, J., Kang, E., Oh, J., & Jang, J. (2013). Mediating effect of self-regulated learning strategy on the relationship between parenting attitude perceived by adolescents and their academic procrastination. Asian Journal of Education, 14(2), 29–50.CrossRef

*Kim, E., & Seo, E. H. (2013). The relationship of flow and self-regulated learning to active procrastination. Social Behavior and Personality: An International Journal, 41(7), 1099–1113. https://doi.org/10.2224/sbp.2013.41.7.1099CrossRef

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta–analysis. Personality and Individual Differences, 82, 26–33. https://doi.org/10.1016/j.paid.2015.02.038CrossRef

Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154–157. https://doi.org/10.1016/j.paid.2016.12.021CrossRef

*Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y., & Yeo, L. S. (2009). A cross-cultural study of adolescent procrastination. Journal of Research on Adolescence, 19(4), 799–811. https://doi.org/10.1111/j.1532-7795.2009.00620.xCrossRef

Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y., & Yeo, L. S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology, 59(3), 361–379. https://doi.org/10.1111/j.1464-0597.2009.00394.xCrossRef

*Klassen, R. M., Krawchuk, L. L., Lynch, S. L., & Rajani, S. (2008). Procrastination and motivation of undergraduates with learning disabilities: A mixed-methods inquiry. Learning Disabilities Research & Practice, 23(3), 137–147. https://doi.org/10.1111/j.1540-5826.2008.00271.xCrossRef

Klingsieck, K. B. (2013). Procrastination in different life-domains: Is procrastination domain specific? Current Psychology, 32(2), 175–185. https://doi.org/10.1007/s12144-013-9171-8CrossRef

Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654–1686. https://doi.org/10.1002/pits.22302CrossRef

Lenhard, W. & Lenhard, A. (2016). Calculation of effect sizes. Retrieved from: https://www.psychometrica.de/effect_size.html.

*Li, H., Zhang, J., Zhao, X., Si, J., & Huang, B. (2019). Relationships among epistemological beliefs, self-regulated learning and academic procrastination in college students: A moderated mediation model. Psychological Development and Education, 35(5), 557–565.

*Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020). Examining procrastination among university students through the lens of the self-regulated learning model. Behavioral Sciences, 10(12), 1–10. https://doi.org/10.3390/bs10120184CrossRef

Lin, L., & Chu, H. (2018). Quantifying publication bias in meta–analysis. Biometrics, 74(3), 785–794. https://doi.org/10.1111/biom.12817CrossRefPubMed

MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150–186. https://doi.org/10.1037/bul0000219CrossRefPubMed

Mahood, Q., Van Eerd, D., & Irvin, E. (2014). Searching for grey literature for systematic reviews: Challenges and benefits. Research Synthesis Methods, 5(3), 221–234. https://doi.org/10.1002/jrsm.1106CrossRefPubMed

Martinčeková, L., & Enright, R. D. (2020). The effects of self-forgiveness and shame-proneness on procrastination: Exploring the mediating role of affect. Current Psychology, 39(2), 428–437. https://doi.org/10.1007/s12144-018-9926-3CrossRef

Matthews, G., & Wells, A. (2016). Attention and emotion: A clinical perspective. East Sussex: Psychology.

Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40. https://doi.org/10.1016/j.compedu.2013.07.033CrossRef

Miles, J. R., & Stine-Morrow, E. A. L. (2004). Adult age differences in self-regulated learning from reading sentences. Psychology and Aging, 19(4), 626–636. https://doi.org/10.1037/0882-7974.19.4.626CrossRefPubMed

Milgram, N. N., Mey-Tal, G., & Levison, Y. (1998). Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences, 25(2), 297–316. https://doi.org/10.1016/S0191-8869(98)00044-0CrossRef

Moeyaert, M., Ugille, M., Natasha Beretvas, S., Ferron, J., Bunuan, R., & Van den Noortgate, W. (2017). Methods for dealing with multiple outcomes in meta-analysis: A comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis. International Journal of Social Research Methodology, 20, 559–572. https://doi.org/10.1080/13645579.2016.1252189CrossRef

*Mohammadi Bytamar, J., & Saed, O. (2018). Psychometric properties of metacognitive beliefs about procrastination questionnaire in students of Zanjan University of medical sciences, Zanjan, Iran. Journal of Medical Education Development, 11(30), 40–55.CrossRef

*Mohammadi Bytamar, J., Zenoozian, S., Dadashi, M., Saed, O., Hemmat, A., & Mohammadi, G. (2017). Prevalence of academic procrastination and its association with metacognitive beliefs in Zanjan University of Medical Sciences, Iran. Journal of Medical Education Development, 10(27), 84–97.CrossRef

*Motie, H., Heidari, M., & Sadeghi, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia-Social and Behavioral Sciences, 69(24), 2299–2308. https://doi.org/10.1016/j.sbspro.2013.02.023CrossRef

Muliani, R., Imam, H., & Dendiawan, E. (2020). Relationship between stress level and academic procrastination among new nursing students. The Malaysian Journal of Nursing, 11(3), 63–67. https://doi.org/10.31674/mjn.2020.v11i03.010CrossRef

Özer, B. U. (2011). A cross sectional study on procrastination: Who procrastinate more? International Conference on Education Research and Innovation, 18, 34–37.

Papageorgiou, C., & Wells, A. (2001). Metacognitive beliefs about rumination in recurrent major depression. Cognitive and Behavioral Practice, 8(2), 160–164. https://doi.org/10.1016/S1077-7229(01)80021-3CrossRef

*Park, S. W., & Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3(1), 12–23. https://doi.org/10.4236/psych.2012.31003CrossRef

Parsons, E. C. (2003). Culturalizing instruction: Creating a more inclusive context for learning for African American students. The High School Journal, 86(4), 23–30.CrossRef

Ping, A. M., Baranovich, D. L., Manueli, M. K., & Siraj, S. (2015). Promoting self-regulation in vocabulary learning among Chinese EFL learners: A needs analysis. The Asia-Pacific Education Researcher, 24(1), 137–146. https://doi.org/10.1007/s40299-013-0166-xCrossRef

*Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78–93.

*Rashidzade, A., Badri, D., Fathi Azar, D., & Hashemi, D. (2018). Investigating the effect of training package selfreguleted-metacognitive learning strategies on academic procrastination of secondary school students. Quarterly Journal of Education Studies, 3(12), 27–46.

Richards, S. W. (2018). Cognitive differences among academic procrastination types. Unpublished doctoral dissertation, Capella University, USA.

Rodarte-Luna, B., & Sherry, A. (2008). Sex differences in the relation between statistics anxiety and cognitive/learning strategies. Contemporary Educational Psychology, 33(2), 327–344. https://doi.org/10.1016/j.cedpsych.2007.03.002CrossRef

Rosenthal, R., & DiMatteo, M. R. (2001). Meta–analysis: Recent developments in quantitative methods for literature reviews. Annual Review of Psychology, 52(1), 59–82. https://doi.org/10.1146/annurev.psych.52.1.59CrossRefPubMed

Rozental, A., Bennett, S., Forsström, D., Ebert, D. D., Shafran, R., Andersson, G., & Carlbring, P. (2018). Targeting procrastination using psychological treatments: A systematic review and meta–analysis. Frontiers in Psychology, 9, 1–15. https://doi.org/10.3389/fpsyg.2018.01588CrossRef

Sadeghi, H., Hajloo, N., Babayi, K., & Shahri, M. (2014). The relationship between metacognition and obsessive beliefs, and procrastination in students of Tabriz and Mohaghegh Ardabili Universities, Iran. Iranian Journal of Psychiatry and Behavioral Sciences, 8(1), 42–50.PubMedPubMedCentral

Salili, F., Fu, H.-Y., Tong, Y.-Y., & Tatabai, D. (2001). Motivation and self-regulation: A cross-cultural comparison of the effect of culture and context of learning on student motivation and self-regulation. In C.-Y. Chiu, F. Salili, & Y.-Y. Hong (Eds.), Multiple competencies and self-regulated learning: Implications for multicultural education (Vol. 2, pp. 123–140). Greenwich, CT: Information Age.

Sampaio, R. K. N., Polydoro, S. A. J., & de Fonseca Rosário, P. S. L. (2012). Autorregulação da aprendizagem e a procrastinação acadêmica em estudantes universitários [Self-regulation of learning and academic procrastination in college students]. Cadernos de Educação, 42, 119–142. https://doi.org/10.15210/CADUC.V0I42.2151.

San, Y. L., Roslan, S. B., & Sabouripour, F. (2016). Relationship between self-regulated learning and academic procrastination. American Journal of Applied Sciences, 13(4), 459–466. https://doi.org/10.3844/ajassp.2016.459.466CrossRef

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125.CrossRef

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8CrossRef

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033CrossRef

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307CrossRef

Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76(6), 1159–1169. https://doi.org/10.1037/0022-0663.76.6.1159CrossRef

Seadati, S. A., Tahergholami, R., & Jalai, S. (2017). The impact of metacognitive skills training on the reduction of academic procrastination and test anxiety. Journal of Family and Research, 14(34), 89–102.

Sheykholeslami, A. (2016). The prediction of academic procrastination based on cognitive strategies, metacognitive strategies and test anxiety in university students. Biquarterly Journal of Cognitive Strategies in Learning, 4(6), 81–101. https://doi.org/10.22084/J.PSYCHOGY.2016.1438CrossRef

Siddiqui, G. K., Taj, S., & Maqsood, F. (2020). Metacognitive awareness, procrastination and its impact on students’ academic performance. Sir Syed Journal of Education & Social Research, 3(4), 400–406.

Sirois, F. M., & Kitner, R. (2015). Less adaptive or more maladaptive? A meta-analytic investigation of procrastination and coping. European Journal of Personality, 29(4), 433–444. https://doi.org/10.1002/per.1985CrossRef

Sirois, F. M., Molnar, D. S., & Hirsch, J. K. (2017). A meta-analytic and conceptual update on the associations between procrastination and multidimensional perfectionism. European Journal of Personality, 31(2), 137–159. https://doi.org/10.1002/per.2098CrossRef

Spada, M. M., Hiou, K., & Nikcevic, A. V. (2006). Metacognitions, emotions, and procrastination. Journal of Cognitive Psychotherapy, 20(3), 319–326. https://doi.org/10.1891/jcop.20.3.319CrossRef

Spada, M. M., Moneta, G. B., & Wells, A. (2007). The relative contribution of metacognitive beliefs and expectancies to drinking behaviour. Alcohol & Alcoholism, 42(6), 567–574.CrossRef

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65CrossRefPubMed

Steel, P., & Ferrari, J. R. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51–58. https://doi.org/10.1002/per.1851CrossRef

Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36–46. https://doi.org/10.1111/ap.12173CrossRef

Sterne, J. A., Egger, M., & Moher, D. (2008). Addressing reporting biases. In J. P. T. Higgins & S. Green (Eds.), Cochrane handbook for systematic reviews of interventions: Cochrane book series (pp. 297–333). Hoboken, NJ: Wiley.CrossRef

*Sun, R. (2018). Study on the relationship between parenting style, self-regulated learning and academic delays in junior middle school students. Unpublished master thesis, Nanchang University, China.

Sutton, A. (2020). Living the good life: A meta-analysis of authenticity, well-being and engagement. Personality and Individual Differences, 153, 1–14. https://doi.org/10.1016/j.paid.2019.109645CrossRef

Swaraswati, Y., Winarno, A. R. D., & Goeritno, H. (2017, September). Academic procrastination of undergraduate students: The role of academic self-efficacy and the big five personality traits. Paper presented in the 9th International Conference for Science Educators and Teachers (ICSET 2017). Florence, Italy.

Taher Gholami, R., & Jalaee, S. (2017). The effectiveness of Meta cognitive skills training on the reduction of academic procrastination and anxiety exam in Female students. Interdisciplinary Journal of Education, 1(2), 41–49.

Tang, M., & Neber, H. (2008). Motivation and self-regulated science learning in high-achieving students: Differences related to nation, gender, and grade-level. High Ability Studies, 19(2), 103–116. https://doi.org/10.1080/13598130802503959CrossRef

Tanner-Smith, E. E., Tipton, E., & Polanin, J. R. (2016). Handling complex meta-analytic data structures using robust variance estimates: A tutorial in R. Journal of Developmental and Life-Course Criminology, 2, 85–112. https://doi.org/10.1007/s40865-016-0026-5CrossRef

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907CrossRef

Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454–458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.xCrossRef

Trommsdorff, G. (2010). Teaching and learning guide for culture and development of self-regulation. Social and Personality Psychology Compass, 4(4), 282–294. https://doi.org/10.1111/j.1751-9004.2009.00209.xCrossRef

*Tseng, P. (2017). The relationships between two-dimensional perfectionism and academic thesis procrastination of graduate students: The mediating effects of self-regulation learning strategies. Unpublished master thesis, National Chiao Tung University, Taiwan.

*Valkyrie, K. T. (2006). Self-regulated learning: An examination of motivational, cognitive, resource management, metacognitive components and academic outcomes with open admissions community college students. Unpublished doctoral dissertation, University of Houston, USA.

Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35(6), 1401–1418. https://doi.org/10.1016/S0191-8869(02)00358-6CrossRef

Van Eerde, W., & Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73–85. https://doi.org/10.1016/j.edurev.2018.09.002CrossRef

Veenman, M. V., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15(2), 159–176. https://doi.org/10.1016/j.lindif.2004.12.001CrossRef

Viechtbauer, W. (2008). Analysis of moderator effects in meta-analysis. In J. Osborne (Ed.), Best practices in quantitative methods (pp. 471–487). Sage.CrossRef

Visser, L., Korthagen, F. A., & Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students’ views on factors influencing their learning. Frontiers in Psychology, 9, 1–15. https://doi.org/10.3389/fpsyg.2018.00808CrossRef

Wang, J., Sperling, R. A., & Haspel, P. (2015). Patterns of procrastination, motivation, and strategy use across class contexts and students’ abilities. Journal of Psychology and Behavioral Science, 3(2), 61–73.CrossRef

*Wäschle, K., Lachner, A., Stucke, B., Rey, S., Frömmel, C., & Nückles, M. (2014). Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols. Computers in Human Behavior, 41, 120–136. https://doi.org/10.1016/j.chb.2014.09.022CrossRef

*Wei, Y. (2020). The mediating effect of self-regulated learning between academic emotion and academic procrastination among high-grade students in primary school. Unpublished master thesis, Shandong Normal University, China.

Wells, A., & Matthews, G. (1994). Self-consciousness and cognitive failures as predictors of coping in stressful episodes. Cognition & Emotion, 8(3), 279–295. https://doi.org/10.1080/02699939408408942CrossRef

Westgate, E. C., Wormington, S. V., Oleson, K. C., & Lindgren, K. P. (2017). Productive procrastination: Academic procrastination style predicts academic and alcohol outcomes. Journal of Applied Social Psychology, 47(3), 124–135. https://doi.org/10.1111/jasp.12417CrossRefPubMed

*Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179–187. https://doi.org/10.1037/0022-0663.95.1.179CrossRef

*Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, 81(2), 199–221. https://doi.org/10.1080/00220973.2012.699901CrossRef

*Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9CrossRef

*Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and Learning, 12(3), 381–399. https://doi.org/10.1007/s11409-017-9174-1CrossRef

*Wong, B. S. C. (2012). Metacognitive awareness, procrastination and academic performance of university students in Hong Kong. Unpublished doctoral dissertation, University of Leicester, England.

*Wu, C. (2012). Study on the relationship between metacognitive beliefs, professional commitment and academic procrastination in medical college students. Unpublished master thesis, Central South University, China.

*Xu, W. (2016). The effect of self-regulated learning group psychology counseling to junior school students’ academic procrastination. Unpublished master thesis, Hebei University, China.

*Xu, X. (2014). The relationship of academic procrastination and self-regulation in senior high school students. Unpublished master thesis, Shandong Normal University, China.

*Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato, H., & Miyagawa, H. (2016). How does self-regulated learning relate to active procrastination and other learning behaviors? Journal of Computing in Higher Education, 28(3), 326–343. https://doi.org/10.1007/s12528-016-9118-9CrossRef

Yip, K. Y., & Leung, M. T. (2016). The structural model of perceived parenting style as antecedent on achievement emotion, self–regulated learning and academic procrastination of undergraduates in Hong Kong. In Proceedings of Singapore conference of applied psychology (pp. 171–190). Springer, Singapore.

Zarei, L., & Khoshouei, M. S. (2016). Relationship of academic procrastination with metacognitive beliefs, emotion regulation and tolerance of ambiguity in university students. Quarterly Journal of Research and Planning in Higher Education, 22(3), 113–130.

Zarzycka, B., Liszewski, T., & Marzel, M. (2019). Religion and behavioral procrastination: Mediating effects of locus of control and content of prayer. Current Psychology. https://doi.org/10.1007/s12144-019-00251-8CrossRef

*Zheng, H., Shao, B., & Zhang, D. (2020). Research on the relationship between indecisiveness, adaptability, self-regulated learning and academic procrastination of college students. Journal of Bingtuan Education Institute, 30(3), 26–53.

*Zhong, L. (2017). A Study on the relationship between motivation control strategies, academic procrastination, and English performance of the students in non-English majors. Higher Education Exploration, 11, 58–63.

Zhou, M., & Kam, C. C. S. (2017). Trait procrastination, self-efficacy and achievement goals: The mediation role of boredom coping strategies. Educational Psychology, 37(7), 854–872. https://doi.org/10.1080/01443410.2017.1293801CrossRef

Zhou, M., & Lam, K. K. L. (2019). Metacognitive scaffolding for online information search in K-12 and higher education settings: A systematic review. Educational Technology Research and Development, 67(6), 1353–1384. https://doi.org/10.1007/s11423-019-09646-7CrossRef

*Ziegler, N., & Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71–82. https://doi.org/10.1016/j.lindif.2018.04.009CrossRef

Titel: Metacognition and Academic Procrastination: A Meta-Analytical Examination
Auteurs: Mingming Zhou
Kelly Ka Lai Lam
Yajun Zhang
Publicatiedatum: 30-08-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy / Uitgave 2/2022
Print ISSN: 0894-9085
Elektronisch ISSN: 1573-6563
DOI: https://doi.org/10.1007/s10942-021-00415-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2022

Emotion Efficacy Improves Prediction of HIV/AIDS Risky Behaviors: A Modified Information-Motivation-Behavioral Skills Model

Rumination and Co-Rumination and their Associations with Alcohol-Related Problems and Depressive Symptoms among College Students

Proposing a Measurement Model of REBT and Applying It to the Assessment of Well-Being and Happiness in Patients with Tension-Type Headaches

Psychometric Properties of the European Portuguese Adaptation of the Insomnia Catastrophizing Scale (ICS)

Testing the Efficacy of Family Health-Model of REBT on Family Values and Quality of Family Life Among Parents of Children with Visual Impairment

An Evaluation of Cognitive Behaviour Therapy with Mindfulness (CBTm) Classes and Telepsychology Utility in Rural Community Settings