The Prediction of Academic Procrastination based on Cognitive Strategies, Metacognitive Strategies and Test Anxiety in University Students

Document Type : Research Article

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Abstract

The purpose of this study was to prediction of academic procrastination based on cognitive strategies, metacognitive strategies and test anxiety in university students. The method of study was to correlational. Statistical population of this study comprised of all undergraduate students of Mohaghegh Ardibili University in 2014-15 academic year, That among them by using cluster random sampling, 362 samples were selected. For data collection the Moosavian cognitive and metacognitive strategies questionnaire, Solomon and Rothblum academic procrastination questionnaire and Spielberger test anxiety questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and multiple regression analysis. Findings showed that there exist significant negative relationship between the cognitive strategies and its components and metacognitive strategies and its components with academic procrastination of university students and there exist significant positive relationship between test anxiety and its components with academic procrastination of university students (p<0/01). Also regression analysis revealed that the cognitive strategies and its components and metacognitive strategies and its components could negatively and significantly and test anxiety and its components could positively and significantly predict the academic procrastination of university students (p<0/01) Therefore, it can be concluded that the cognitive strategies, metacognitive strategies and test anxiety are important and related variables to academic procrastination of university students.

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