American Journal Of Social Sciences And Humanity Research
147
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue07 2025
PAGE NO.
147-149
10.37547/ajsshr/Volume05Issue07-29
24
Interrelationship Between Academic Procrastination and
Metacognitive Processes: In the Example of Students
from Uzbekistan And Russia
Rasulov Sherzodjon Bakhromjon ugli
Master's student, Tomsk State University, Russia
Received:
31 May 2025;
Accepted:
29 June 2025;
Published:
31 July 2025
Abstract:
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.
Introduction:
Academic procrastination has been one
of the problems that has received special attention in
psychological research in recent years, and it is
considered an important determinant of the
organization of educational activities. Although the
phenomenon of procrastination was initially studied
within the framework of general psychology, today it is
interpreted inextricably linked to educational
psychology and metacognitive theory. Researchers
Ferrari
[1:363]
and
Steel
[2:895]
describe
procrastination as irrational, consciously implemented
delay. In this case, the student chooses short-term
emotional relief by postponing the completion of tasks,
but this approach leads to long-term negative
consequences.
Flavell
argued
that
academic
procrastination is directly related not only to the
individual’s time management skills, but also to the
level of development of metacognitive processes.
[3:908] According to metacognitive theory, a person’s
ability to plan, monitor and control their own thought
processes is an integral component of educational
success. The underdevelopment of metacognitive
processes is usually characterized by uncertainty in
planning, incorrect assessment of the stages of task
performance, and errors in cognitive monitoring, which
increases the risk of procrastination.
Although foreign studies by I. Katz. K. Eilot, N. Nevo.
have noted the connection of procrastination with
emotional and motivational factors, many sources have
not sufficiently covered cognitive and metacognitive
mechanisms. [4:115] Also, studies aimed at studying
the influence of ethnocultural factors are rare. In this
regard, cross-cultural studies conducted among
students from Russia and Uzbekistan are scientifically
relevant, since the socio-cultural context plays an
important role in the formation of a person’s self
-
management strategies. Also, theoretical analyses
show that one of the most effective ways to reduce
procrastination is to develop metacognitive skills.
[5:76] Metacognitive training enhances students’
ability to manage their independent learning activities
by strengthening planning, monitoring, and evaluation
mechanisms. [6:430] This theoretically justifies the
superiority of the metacognitive approach in
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
preventing procrastination.
METHODS
The research design was based on a cross-cultural
comparative approach. 120 students studying at two
higher educational institutions in the Russian
Federation and the Republic of Uzbekistan participated
in the empirical study (60 from Russia, 60 from
Uzbekistan). Respondents were students aged 19 to 24,
studying in the second stage of psychology. Methods
used in the study:
•
psychodiagnostic tests: an adaptation of the
Lay Academic Procrastination Scale was used to assess
academic procrastination. In order to identify
metacognitive
processes,
the
Metacognitive
Awareness Inventory (MAI) developed by Schraw &
Dennison, adapted for the Uzbek and Russian
languages, was used; [7:123]
•
questionnaire and questionnaire: additional
questions
were
included
to
determine
the
demographic data of the respondents, as well as to
assess additional factors related to learning motivation.
•
statistical analysis: data were processed using
the SPSS program and evaluated using Pearson
correlation analysis, Student t-test and multivariate
regression analysis. The significance level was set at p <
0.05.
Ethical aspects of the study: all participants gave oral
and written consent before the study, confidentiality
was guaranteed. During the study, international ethical
norms, as well as requirements for ensuring the
psychological well-being of the participants, were met.
RESULTS
The results of the study confirmed the existence of a
significant relationship between the level of academic
procrastination and indicators of the development of
metacognitive processes. According to empirical data,
the academic procrastination index for the general
sample was 56.3 points on average, which is an
indicator above the average level. The average score
for metacognitive skills was 71.4, of which the
monitoring and control components were at a high
level, and the planning component was at a relatively
low level.
According to the results of the correlation analysis, a
negative correlation was found between the level of
procrastination and the overall index of metacognitive
processes (r =
–
0.48; p < 0.01). That is, students with a
high level of metacognitive processes had a lower
procrastination index. In particular, the correlation
between
metacognitive
regulation
(planning,
monitoring and evaluation) and procrastination was
even stronger (r =
–
0.52; p < 0.01). Metacognitive
knowledge (perceptions of one’s own cognitive
processes) component, a moderate correlation was
noted (r =
–
0.34; p < 0.05).
The analysis of ethnocultural differences showed that
Russian students had higher results on average in
metacognitive skills (M = 74.2), while Uzbek students
showed relatively lower results (M = 68.6). At the same
time, procrastination indicators were slightly higher
among Uzbek students (M = 59.1), while Russian
students showed a lower indicator (M = 53.5).
The results of the regression analysis showed that
metacognitive regulation was the strongest predictor
of procrastination (β = –
0.41; p < 0.01), followed by
monitoring (β = –
0.29; p < 0.05) and planning (β = –
0.24; p < 0.05). The effect of the metacognitive
knowledge component was weaker (β = –
0.18; p >
0.05). This confirms that the development of
metacognitive regulation is a priority in strategies to
reduce procrastination. Additional analyses also
showed the importance of motivational indicators:
students with a low level of intrinsic motivation had a
higher procrastination indicator (r =
–
0.31; p < 0.05).
These results confirm that in reducing procrastination,
it is necessary to take into account not only cognitive
factors, but also motivational mechanisms.
DISCUSSION
The results confirmed the existence of a significant
negative
correlation
between
academic
procrastination and metacognitive processes. The
strength
of
this
correlation
indicates
that
metacognitive processes are central to the mechanisms
of planning and controlling academic activity, and their
underdevelopment
increases
the
risk
of
procrastination. The results of the study are consistent
with many previous studies and confirm the crucial role
of metacognitive regulation in the effectiveness of
academic activity and time management. The
components of metacognitive regulation, planning,
monitoring and evaluation, are the strongest predictors
in predicting procrastination. Effective planning and
monitoring allow for an assessment of the complexity
of academic tasks, the correct allocation of time and
the use of a strategic approach, which reduces the
tendency to procrastinate. On the contrary, the lack of
these skills leads to the student losing control over his
academic activity, as a result of which procrastination
increases. The analysis of ethnocultural aspects is also
noteworthy. While Russian students scored relatively
high on metacognitive skills, Uzbek students scored
lower. These differences can be explained by the socio-
cultural context, the specifics of the education system,
and traditional approaches to organizing learning
activities. For example, in Russian higher education
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
institutions, students are required to do more
independent work, which helps develop their
metacognitive skills. In Uzbek higher education,
teacher control is relatively high, which may reduce
stud
ents’ need for self
-regulation.
Additional analyses showed a negative relationship
between the level of intrinsic motivation and
procrastination. This once again confirms the
interaction between motivational mechanisms and
cognitive control. Thus, interventions to reduce
procrastination should focus not only on developing
metacognitive skills, but also on increasing students’
motivation to learn. In general, the results of the study
show that procrastination is a multifactorial
phenomenon, and an integrated approach is necessary
for its effective management. Trainings that include the
development of metacognitive skills, as well as
motivational support programs, can play an important
role in reducing this problem. At the same time,
adapting intervention strategies, taking into account
ethnocultural differences, remains one of the urgent
tasks.
CONCLUSION
The results of this study showed that academic
procrastination is widespread among students and has
a direct impact on the effectiveness of academic
activities. Metacognitive processes, in particular,
components such as planning, monitoring and self-
control,
are
important
factors
in
reducing
procrastination. Empirical data showed a negative,
statistically
significant
relationship
between
metacognitive regulation and procrastination: the
more developed the student’s metacognitive skills, the
lower the level of procrastination. The study also
revealed ethnocultural differences. While Russian
students achieved higher results in metacognitive skills,
this indicator was relatively lower among Uzbek
students. This is due to the differences in the education
system, cultural values, and the organization of
independent work. is explained by assumptions. Based
on the results obtained, it can be noted that
interventions aimed at reducing procrastination
should, first of all, be directed at developing
metacognitive skills. In this direction, the formation of
educational
planning
strategies,
strengthening
monitoring, and developing self-assessment are
effective. Also, increasing intrinsic motivation in
students will be an important factor in preventing
procrastination. Future research should focus on a
deeper study of ethnocultural differences, empirically
testing the effectiveness of metacognitive training, and
developing comprehensive psychological programs.
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