文章基本信息

标题：How self-regulated learning strategies interfere between metacognitions and decisional procrastination
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作者：Valeria de Palo ; Lucia Monacis ; Maria Sinatra 等
期刊名称：Psychology, Society & Education
印刷版ISSN：2171-2085
电子版ISSN：1989-709X
出版年度：2019
卷号：11
期号：1
页码：39-52
DOI：10.25115/psye.v11i1.1932
语种：English
出版社：Association for the Advancement of Psychology and Education (AAPE)
摘要：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.
关键词：Decisional procrastination;Self-regulated learning;Metacognitive beliefs