Explain the Mediating Role of Self-Directed Learning in the Relationship Between Metacognitive Beliefs and Academic Procrastination of High School Students

Subject Areas : Learning

sima alizadeh ¹ (Assistant Professor, Educational Sciences Department, Payam Noor University, Tehran, Iran.)
Elnaz Yahak ² (Master's degree in Educational Psychology, Payam Noor University, Iran.)

Received: 2023-02-08 Accepted : 2023-06-14 Published : 2023-05-22

Keywords: self-directed learning, procrastination, academic, Metacognitive beliefs,

Abstract :

The aim of this study was to explain the mediating role of self-directed learning in the relationship between metacognitive beliefs and academic procrastination of high school students. The research method was descriptive-correlational and the statistical population was all 6100 high school students in Miandoab, of which 361 were selected using cluster sampling using Morgan table. Data collection tools were standardized questionnaires of metacognitive beliefs of Wales et al., Gagilmino self-directed learning, and Solomon and Rodoblum. Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability. The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that Self-directed learning plays a significant role in the relationship between metacognitive beliefs and academic procrastination (p<0.01) and the relationship between the three components of positive beliefs about worry (p<0.05), cognitive confidence (p<0.05) and cognitive self-awareness. (p<0.01) with academic procrastination and with the mediating role of self-directed learning is negative and significant. Self-leadership is positive and significant (p<0.01). Finally, the results showed that self-leadership learning has a negative and significant relationship with academic procrastination (p< 0.01). Finally, the results showed that self-directed learning has a negative and significant relationship with academic procrastination (p< 0.01). Therefore, by strengthening positive metacognitive beliefs in students and, consequently, increasing self-directed learning, it is possible to reduce academic procrastination in them.

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Çikrikci, Ö. (2016). Academic procrastination: The role of metacognitive awareness and educational stress. Mediterranean Journal of Educational Research, 19(1): 39-52.

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Dami, Z. A., Tameon, S. M., & Saudale, J. (2020). The predictive role of academic hope in academic procrastination among students: a mixed methods study. Pedagogika, 137(1): 208-229

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Fernie, B. A., ab.Kopar U. Y., a. Fisher P. L., & cSpada M. M.(2018). Further development and testing of the metacognitive model of procrastination: Self-reported academic performance, Journal of Affective Disorders, 240: 1-5.

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Hen, M., & Goroshit, M. (2020). The effects of decisional and academic procrastination on students’ feelings toward academic procrastination. Current Psychology, 39(2), 556-563.‌

Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39(1): 43-55.

Jokar, Bahram (2016). The relationship between educational procrastination and achievement goals. Journal of modern educational ideas, 3(3 and 4): 61-80. [In Persian].

Keshavarzi, S., Fathi Azar, S., & Mirnasab, M. (2016). The effect of metacognitive awareness training on decision-making styles and emotion regulation of high school students in Tabriz city. Journal of Psychology, 5(1): 51-60. [In Persian].

Kidane, H. H., Roebertsen, H., & van der Vleuten, C. P. (2020). Students’ perceptions towardsself-directed learning in Ethiopian medical schools with new innovative curriculum: amixed-method study. BMC Medical Education, 20(1): 1-10.

Kim, S., Fernandez, S., & Terrier, L. (2018). Procrastination, personality traits, and academic performance: When active and passiv procrastination tell a different story. Pers Individ Differ.;108:154-7.

Maddahi, M. (2017) The role of metacognitive beliefs in the prediction of substance abuse relapse. Journal of psychologicalscience, 16(63): 429-448.

Mazlomian, S., & Kuti, M. (2018). The impact of using technology, selfdirected learning on students' academic performance. 6th Iranian Conference on Educational and Psychological Sciences, Social and Cultural Injuries Iran.

Nouri Imamzadeh, T., & Nilfroshan, P. (2015). Students' academic procrastination: the role of stress coping styles and dual dimensions of perfectionism, New Educational Approaches, 11(1): 21-40. [In Persian].

pala, A., Akyıldız, M., & Bağcı, C. (2011). Academic procrastination behaviour of preservice teachers’ of Celal Bayar University. Procedia-Social and Behavioral Sciences, 29, 1418-1425.

Pali, S., & Azaani, L. (2019). The mediating role of happiness and academic motivation in the relationship between self-directed learning and social acceptance in female students of the second year of primary school in Tonkabon city, Education Management and Perspective Quarterly, 2(2): 58-39. [In Persian].

Park, S. W., & Rayne, A. (2012). Academic Procrastination and Their Self – Regulation. Psyhology, 3(1): 12-23.

Pour Musa Bezenjani, M., Mohammadi Far, M. A., Astrologer, S., & Rezaei, A. M. (1400). Structural relationships of metacognitive and motivational beliefs with students' procrastination based on the mediating role of learning strategies, Psychological Science Monthly, 20(108): 2224-2211. [In Persian].

Qomi, M., Muslimi, Z., & Mohammadi, S. D. (2015). Investigating the relationship between metacognitive strategies and self-directed learning among students of Qom University of Medical Sciences, Bimonthly Scientific Research Journal of Educational Strategies in Medical Sciences, 9(4): 248-259. [In Persian].

Rashidzadeh, A. (2018). The effectiveness of the metacognitive self-regulation educational package on the components of academic procrastination (with the moderating role of academic self-concept), Educational Innovations Quarterly, 18(72): 137-154. [In Persian].

Rebetez, M. M. L. Rochat, L., & Vander Linden, M. (2018). Cognitive, emotional, and motivational factorsrelated to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1-6.

Sardari, B., & Ahmadzadeh, R. (2019). The mediating role of metacognitive strategies in the relationship between epistemological beliefs and self-directed learning in students, two-quarterly scientific journal of educational sciences from the perspective of Islam, 8(15): 123-146. [In Persian].

Schweder, S., & Raufelder, D. (2019). Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? Journal of Adolescence, 73, 73–84.

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