The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination
This is a conceptual paper that discusses the relationship between metacognitive awareness, time perspective and academic procrastination based on theoretical framework. Academic procrastination creates problems such as stress for students, reduces accuracy that will affect academic track in accompl...
| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
Faculty of Educational Studies, Universiti Putra Malaysia
2016
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| Online Access: | http://psasir.upm.edu.my/id/eprint/60231/ http://psasir.upm.edu.my/id/eprint/60231/1/53-67.pdf |
| _version_ | 1848854137132810240 |
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| author | Roslan, Samsilah Mad Baguri, Ezza |
| author_facet | Roslan, Samsilah Mad Baguri, Ezza |
| author_sort | Roslan, Samsilah |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This is a conceptual paper that discusses the relationship between metacognitive awareness, time perspective and academic procrastination based on theoretical framework. Academic procrastination creates problems such as stress for students, reduces accuracy that will affect academic track in accomplishing writing tasks and threatens quality of research work among master’s students. As such, it should be investigated as a serious disadvantage in the educational context. Underlying the main theory of Social Cognitive theory by Bandura, cognitive process in personal and environmental factors determine individual behaviour. Self-regulation, being the by-product of cognitive process, is the key to reducing academic procrastination. Acquiring a high degree of self-regulation from metacognitive awareness, which enables self-monitoring and self-evaluating, will discourage individuals from yielding to negative behaviour. Additionally, the process of forethought and goal setting also involve the element of time perspective. Individuals with future time perspective have futuristic goals and are motivationally-driven for pleasure reward whereas individuals with present time perspective will underestimate time and discount future reward. In conclusion, it can be established that high metacognitive awareness and future time perspective could help overcome academic procrastination apart from other theories such as Temporal Motivation Theory (TMT) and Islamic perspectives. |
| first_indexed | 2025-11-15T11:05:05Z |
| format | Conference or Workshop Item |
| id | upm-60231 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T11:05:05Z |
| publishDate | 2016 |
| publisher | Faculty of Educational Studies, Universiti Putra Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-602312018-05-18T02:14:36Z http://psasir.upm.edu.my/id/eprint/60231/ The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination Roslan, Samsilah Mad Baguri, Ezza This is a conceptual paper that discusses the relationship between metacognitive awareness, time perspective and academic procrastination based on theoretical framework. Academic procrastination creates problems such as stress for students, reduces accuracy that will affect academic track in accomplishing writing tasks and threatens quality of research work among master’s students. As such, it should be investigated as a serious disadvantage in the educational context. Underlying the main theory of Social Cognitive theory by Bandura, cognitive process in personal and environmental factors determine individual behaviour. Self-regulation, being the by-product of cognitive process, is the key to reducing academic procrastination. Acquiring a high degree of self-regulation from metacognitive awareness, which enables self-monitoring and self-evaluating, will discourage individuals from yielding to negative behaviour. Additionally, the process of forethought and goal setting also involve the element of time perspective. Individuals with future time perspective have futuristic goals and are motivationally-driven for pleasure reward whereas individuals with present time perspective will underestimate time and discount future reward. In conclusion, it can be established that high metacognitive awareness and future time perspective could help overcome academic procrastination apart from other theories such as Temporal Motivation Theory (TMT) and Islamic perspectives. Faculty of Educational Studies, Universiti Putra Malaysia 2016 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/60231/1/53-67.pdf Roslan, Samsilah and Mad Baguri, Ezza (2016) The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination. In: Graduate Research in Education (GREDuc) 2016 Seminar, 17 Dec. 2016, Faculty of Educational Studies, Universiti Putra Malaysia. (pp. 571-580). |
| spellingShingle | Roslan, Samsilah Mad Baguri, Ezza The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination |
| title | The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination |
| title_full | The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination |
| title_fullStr | The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination |
| title_full_unstemmed | The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination |
| title_short | The theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination |
| title_sort | theoretical framework for the relationship of metacognitive awareness, time perspective and academic procrastination |
| url | http://psasir.upm.edu.my/id/eprint/60231/ http://psasir.upm.edu.my/id/eprint/60231/1/53-67.pdf |