How self-regulated learning strategies interfere between metacognitions and decisional procrastination

Valeria de Palo ^[1] ; Lucia Monacis ^[1] ; María Sinatra ^[2]
1. [1] University of Foggia
  
  University of Foggia
  
  Foggia, Italia
2. [2] Departamento de Educación, Psicología y Comunicación. Universidad de Bari (Italia).
Localización: Psychology, Society & Education, ISSN 1989-709X, ISSN-e 2171-2085, Vol. 11, Nº. 1, 2019, págs. 39-52
Idioma: inglés
Enlaces
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Resumen
- 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