Structural model of the metacognitive beliefs and effect of self-esteem on academic procrastination among university students

AIMS: The present study was conducted with the purpose of preparing the regression model of academic procrastination among university students based on their metacognitive beliefs and self-esteem. METHODOLOGY: The present study is a correlational study with a regression modeling. The population included 2062 students, of which a sample of 324 students was selected based on proportional hierarchical sampling based on Cochran's formula. The instruments of the study included Savari academic procrastination scale, Wells' metacognitive scale (Wells, Cartwright-Hatton) and Coopersmith self-esteem scale. RESULTS: The results indicated that there is a negative and significant relationship between the indexes of self-esteem and academic procrastination. The indexes of metacognitive beliefs had a positive and significant relationship with procrastination. The examination of different indexes indicated the consistency between the model and the data. Moreover, the direct path of self-esteem to procrastination was negative and significant. The results of the study show the significance of the direct role of metacognitive variables in explaining procrastination among the students. CONCLUSIONS: The person possessing metacognitive skills is a purposeful person who uses time management techniques, meaningful practice to reduce procrastination, and self-esteem enables the student to act efficient and meaningful in assignments to reduce procrastination.