How self-regulated learning strategies interfere between metacognitions and decisional procrastination
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2019-03Resumen
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...
Palabra/s clave
Decisional procrastination