The Effectiveness of the metacognitive self-regulation training package on the academic procrastination components (with the moderating role of the academic self-concept)

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RASHIDZADE ABDOLLAH

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Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2020 | Volume:18 | Issue:72 Page(s): 137-154

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Title

The Effectiveness of the metacognitive self-regulation training package on the academic procrastination components (with the moderating role of the academic self-concept)

Author(s)

RASHIDZADE ABDOLLAH | Issue Writer Certificate

Keywords

metacognitive self-regulationQ1

academic self-conceptQ2

academic procrastinationQ1

Abstract

The present study was aimed to determine the effectiveness of metacognitive self-regulation strategies’ training packageon the educational procrastination with the moderating role of the academic self-concept among the secondary school students in Tabriz. A quasi-experimental research with pre-test and post– test control group design was used. The research sample included 60 students who were selected through multi-stage cluster sampling method after screening the students with high and low self-concepts. Then, they were assigned to four groups of 15 in two experimental groups and two control groups, randomly. Solomon and Rothblum academic procrastination questionnaire (1984) and Liu and Wang academic self-concept questionnaire (2005) were used for the data collection. In general, the results of multivariate and multi-factor covariance analysis showed that the metacognitive self-regulation strategies’ training reduced the components of academic procrastination Also, the academic self-concept had a moderating role in the relationship between the metacognitive self-regulation strategies and the academic procrastination (p≤ 0/01). The results revealed the importance of using the metacognitive self-regulation strategies and considering the students' academic self-concept as the important fundamental and intervening sources for providing the background of effective education and improving the components of the academic procrastination. Therefore, through the metacognitive self-regulation strategies’ training, as well as considering the modulating role of the academic self-concept, students’ academic procrastination could be reduced.

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APA: Copy

RASHIDZADE, ABDOLLAH. (2020). The Effectiveness of the metacognitive self-regulation training package on the academic procrastination components (with the moderating role of the academic self-concept). JOURNAL OF EDUCATIONAL INNOVATIONS, 18(72 ), 137-154. SID. https://sid.ir/paper/75365/en

Vancouver: Copy

RASHIDZADE ABDOLLAH. The Effectiveness of the metacognitive self-regulation training package on the academic procrastination components (with the moderating role of the academic self-concept). JOURNAL OF EDUCATIONAL INNOVATIONS[Internet]. 2020;18(72 ):137-154. Available from: https://sid.ir/paper/75365/en

IEEE: Copy

ABDOLLAH RASHIDZADE, “The Effectiveness of the metacognitive self-regulation training package on the academic procrastination components (with the moderating role of the academic self-concept),” JOURNAL OF EDUCATIONAL INNOVATIONS, vol. 18, no. 72 , pp. 137–154, 2020, [Online]. Available: https://sid.ir/paper/75365/en

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