An Adaptive Metacognitive Perspective on Procrastination Among Adolescents

Abstract

The present study aimed to elucidate effects of adaptive metacognition on academic procrastination. The sample consisted of 100 undergraduate students (50 boys and 50 girls) chosen from D.D.U. University, Gorakhpur Uttar Pradesh, India. The participants were individually administered Hindi version of Positive Metacognition and Meta-emotions Questionnaire and Academic Procrastination Scale. The participants falling below Mean-1SD and above Mean+1SD on the facets of positive metacognitions and meta-emotions were respectively designated as low and high scorer participants were screed out. The effects of levels (low & high) of positive metacognitions and meta-emotions on genders (boys and girls) were analyzed by applying 2 × 2 ANOVA (2 genders × 2 levels of facets of positive metacognitions & positive meta-emotions). Results revealed non-significant main effect of “Gender” on any behavioral measures (AP-1 and AP-2), on the other significant main effect of (i) levels of PMCEQ-H1 on AP-2 (ii) Levels of PMCEQ-H2 on AP-2 (iii) Levels of PMCEQ-H3 on AP-1. Mean comparison revealed that low scorer as compared to high scorer manifested higher levels of AP-1 and AP2 and non-significant interaction effect of ‘Gender X Levels of sub factor of PMCEQ-H on AP-1 and AP-2’.