Intervention Of Academic Procrastination Based On Metacognitive Theory

When it comes to procrastination,people are not surprised now,just like a small mistake everyone makes.Putting off once may not destroy anything.What really causes trouble is the long-term procrastination habit.Procrastination is particularly common among college students.Academic procrastination has long been regarded as a difficult problem especially.Therefore,how to overcome procrastination is the focus of attention of procrastinators and researchers in the field of self-regulated learning.At present,mainstream research has regarded procrastination as the result of failure in self-regulation.Using self-regulation learning theory to intervene in procrastination behavior,macroscopically,can be divided into two major problems: motivation and regulating mechanism.Metacognition plays an important role at the level of regulatory mechanism above cognitive activities.But whether this important factor has a practical impact on procrastination is still lacking evidence of relevance.Therefore,this study proposes ideas for interfering with academic procrastination by improving metacognitive abilities.Study 1 first used a questionnaire to investigate the academic procrastination and metacognitive ability of postgraduates,and initially explored the relationship between them.Study 2 used experimental intervention to explore whether metacognitive ability could be improved through training programs,thereby helping them reduce academic procrastination.Based on Study 1 and Study 2,the main findings are:(1)Postgraduate academic procrastination are very common,and about 80% of the participants reported procrastination do exist.There are significant differences in gender,which males delay more on academic tasks than females.Thesis writing is a high incidence area of academic procrastination.(2)The overall metacognitive ability of postgraduates is at a medium level.This sample shows that in the four dimensions of metacognitive ability,metacognitive planning and metacognitive evaluation are weaker than both metacognitive monitoring and metacognitive regulation.(3)The metacognitive ability of postgraduates is significantly negatively related to academic procrastination,no matter in which dimension.(4)After the metacognitive intervention training program,the metacognitive ability of postgraduate has been improved,and the degree of their academic procrastination has been significantly reduced,which indicates that the intervention program is working effectively.