Modeling with medical students' procrastination based on metacognitive beliefs mediating role of learning strategies

Introduction: Academic procrastination is a behavior that can be created following cognitive beliefs and structures and also be influenced by cognitive processes. Various factors related to perception and abilities play an important role in the occurrence of procrastination. The present study aimed to investigate the mediating role of learning strategies in the relationship between metacognitive beliefs and academic procrastination. Methods: To investigate the research model and hypotheses, the method of structural equations has been used. . Among the statistical population of undergraduate students of Kerman University of Medical Sciences, 412 students are on the scale of metacognitive beliefs about procrastination (Farini et al., 2009), learning strategies (Weinstein and Palmer, 2002) and procrastination Academic (McCloskey, 2012) responded by multi-stage random cluster sampling. Results: In the findings section of the present study, it was found that metacognitive beliefs were directly (β = 0.57 p = 0.0001) and indirectly (β = 0.17 p = 0.009) through procrastination learning strategies. Academic work has a positive and significant effect.  Conclusion: The findings of the present study showed that metacognitive beliefs have a positive and significant effect on academic procrastination both directly and indirectly through learning strategies. According to cognitive-behavioral theory, it can be argued that metacognitive beliefs affect information processing and lead to different behavioral consequences.