Interrelationship Between Academic Procrastination and Metacognitive Processes: In the Example of Students from Uzbekistan And Russia

Аннотация

This article discusses the theoretical and practical aspects of the relationship between academic procrastination and metacognitive processes. The purpose of the study is to identify the relationship between the level of development of metacognitive processes in students and the level of academic procrastination, as well as to analyze ethnocultural characteristics. The article presents scientific approaches to the essence of the phenomenon of academic procrastination, its psychological determinants, as well as the role of metacognitive processes in academic activity. The empirical part of the study was conducted with the participation of students from Russia and Uzbekistan, in which the relationship between procrastination and metacognitive indicators is analyzed based on psychodiagnostic methods. The results showed that students with a low level of metacognitive regulation tend to have a high level of procrastination. Keywords: Academic procrastination, metacognitive processes, metacognitive regulation, ethnocultural characteristics, student psychology, academic activity, cognitive factors, self-management. processes is usually characterized by uncertainty in Introduction: Academic procrastination has been one planning, incorrect assessment of the stages of task of the problems that has received special attention in performance, and errors in cognitive monitoring, which psychological research in recent years, and it is increases the risk of procrastination. considered an important determinant of the organization of educational activities. Although the Although foreign studies by I. Katz. K. Eilot, N. Nevo. phenomenon of procrastination was initially studied have noted the connection of procrastination with within the framework of general psychology, today it is emotional and motivational factors, many sources have interpreted inextricably linked to educational not sufficiently covered cognitive and metacognitive psychology and metacognitive theory. Researchers mechanisms. [4:115] Also, studies aimed at studying Ferrari [1:363] and Steel [2:895] describe the influence of ethnocultural factors are rare. In this procrastination as irrational, consciously implemented regard, cross-cultural studies conducted among delay. In this case, the student chooses short-term students from Russia and Uzbekistan are scientifically emotional relief by postponing the completion of tasks, relevant, since the socio-cultural context plays an but this approach leads to long-term negative important role in the formation of a person’s self- consequences. Flavell argued that academic management strategies. Also, theoretical analyses procrastination is directly related not only to the show that one of the most effective ways to reduce individual’s time management skills, but also to the procrastination is to develop metacognitive skills. level of development of metacognitive processes. [5:76] Metacognitive training enhances students’ [3:908] According to metacognitive theory, a person’s ability to manage their independent learning activities ability to plan, monitor and control their own thought by strengthening planning, monitoring, and evaluation processes is an integral component of educational mechanisms. [6:430] This theoretically justifies the success. The underdevelopment of metacognitive superiority of the metacognitive approach in American Journal Of Social Sciences And Humanity Research 147 https://theusajournals.com/index.php/ajsshr American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141) preventing procrastination. knowledge (perceptions of one’s own cognitive processes) component, a moderate correlation was METHODS noted (r = – 0.34; p < 0.05). The research design was based on a cross-cultural The analysis of ethnocultural differences showed that comparative approach. 120 students studying at two Russian students had higher results on average in higher educational institutions in the Russian metacognitive skills (M = 74.2), while Uzbek students Federation and the Republic of Uzbekistan participated showed relatively lower results (M = 68.6). At the same in the empirical study (60 from Russia, 60 from time, procrastination indicators were slightly higher Uzbekistan). Respondents were students aged 19 to 24, among Uzbek students (M = 59.1), while Russian studying in the second stage of psychology. Methods students showed a lower indicator (M = 53.5). used in the study: The results of the regression analysis showed that • psychodiagnostic tests: an adaptation of the metacognitive regulation was the strongest predictor Lay Academic Procrastination Scale was used to assess of procrastination (β = – 0.41; p < 0.01), followed by academic procrastination. In order to identify monitoring (β = – 0.29; p < 0.05) and planning (β = – metacognitive processes, the Metacognitive 0.24; p < 0.05). The effect of the metacognitive Awareness Inventory (MAI) developed by Schraw & knowledge component was weaker (β = – 0.18;