@文章{信息:doi/10.2196/32185，作者="Safari, Yahya和Yousefpoor, Nasrin"，标题="元认知信念在预测伊朗学生学业拖延中的作用:横向研究"，期刊="JMIR Med Educ"，年="2022"，月="七月"，日="28"，卷="8"，数="3"，页数="e32185"，关键词="拖延症;元认知意识;医学生;背景:学业拖延症是许多学生面临的挑战。元认知信念是学业拖延的主要原因，因为它们是学生学业失败或进步的主要原因之一。目的:本研究旨在确定学生的元认知信念是否可以预测学业拖延，以及在多大程度上可以预测学业拖延。方法:采用分层随机抽样的方法对300名学生进行描述性横断面研究。使用学生拖延症评估量表和元认知问卷-30收集数据。数据分析采用Pearson相关系数和回归分析来估计基于元认知信念的学业拖延的相关系数和可预测性。结果:积极关心信念子量表与学业拖延呈显著负相关(r=- 0.16; P<.001). In addition, the metacognitive beliefs of the participants predicted 10{\%} of academic procrastination. The component of positive metacognitive beliefs with the $\beta$ value of 0.45 negatively and significantly predicted the students' academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the $\beta$ value of .39 positively and significantly predicted the students' academic procrastination (P<.001). Conclusions: Metacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested. ", issn="2369-3762", doi="10.2196/32185", url="https://mededu.www.mybigtv.com/2022/3/e32185", url="https://doi.org/10.2196/32185", url="http://www.ncbi.nlm.nih.gov/pubmed/35900821" }