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pourmousabzanjany H, mohammadyfar M, talehpasand S, rezaei A. (2021). Structural relationships of metacognitive and motivational beliefs with students' procrastination based on the mediating role of learning strategies. Journal of Psychological Science. 20(108), 2211-2224. doi:10.52547/JPS.20.108.2211
URL: http://psychologicalscience.ir/article-1-1449-en.html

Background: Following the cognitive-behavioral theory, cognitive constructs such as underlying beliefs have been shown to affect components of information processing, encryption, and other cognitive processes. Thus, academic procrastination is a behavior that can follow cognitive beliefs and constructs such as metacognitive beliefs and motivational beliefs, and can also be influenced by cognitive processes such as learning strategies.
Aims: This study aimed to identify the factors affecting procrastination and its causal mechanisms. This study investigated the structural relationships between students’ metacognitive and motivational beliefs and their procrastination with a focus on the mediating role of learning strategies.
Methods: The correlation method was used to model structural equations. The research population included undergraduate students (n = 27670) of Kerman universities. A total of 400 students were selected using multi-stage random cluster sampling as the respondents based on their responses to the items in the Metacognitive Beliefs about Procrastination Questionnaire (MCPQ; Fernie et al., 2009), Self-Regulation Learning Strategies Scale (Pentrich & De Grout, 1990), Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002, and Academic Procrastination Scale (APS, McCloskey, 2012). The collected data were analyzed through structural equation modeling.
Results: Metacognitive beliefs both directly (β = 0.57, p = 0.0001) and indirectly (β = 0.17, p = 0.009) have a positive and significant effect on academic procrastination through learning strategies. Also, it was found that motivational beliefs have an indirect and significant effect on academic procrastination only indirectly (β = -0.41, p = 0.01) through learning strategies.
Conclusion: Following the cognitive-behavioral theory, it can be argued that metacognitive beliefs and motivational beliefs as underlying beliefs can affect information processing as cognitive processes and lead to various behavioral consequences. Academic procrastination occurs following cognitive beliefs and constructs and can also be influenced by cognitive processes.