Urmila Devi and Deepti Hooda
M.D. University, Rohtak, Haryana, India
Pages:163-170
The present study explores the relationship between metacognition and academic
procrastination. A sample of 300 college students was assessed on metacognition and
academic procrastination using the ‘Meta-cognitive Awareness Inventory’ and ‘Academic
Procrastination Scale’, respectively. The data were analysed using correlation and
regression analyses. The results of the correlational analysis showed that metacognition
is significantly and negatively associated with academic procrastination. Further,
regression analysis revealed that regulation of cognition, i.e. planning and evaluation,
significantly predicts academic procrastination. Thus, the study highlights the importance
of metacognition in academic procrastination. Therefore, improving metacognitive skills
can decrease academic procrastination