The relationship between negative metacognition level and academic procrastination

In this study, it was aimed to determine the relationship between university students' metacognition levels and academic procrastination behavior. The research was carried out with the students studying at the Faculty of Economics and Administrative Sciences at Çağ University in the 2021-2022 academic year using the convenience sampling method. Research datas were collected the Metacognition Scale developed by Welss and Cartwright-Hatton (2004) and adapted into Turkish by Tosun and Irak (2008), and the Academic Procrastination Behavior Scale developed by Çakıcı (2003). The application of the research was carried out online via "Google documents" on forms.google.com due to reasons such as time, cost advantage, reaching more participants and Covid-19 pandemic conditions. 318 people studying at Çağ University, Faculty of Economics and Administrative Sciences participated in the research and 60.3% of the population was reached. In the study, the differences between the sub-dimensions of the metacognition scale and the averages of academic procrastination behaviors were analyzed according the gender, class of study, family togetherness and academic achievement levels of the participants. In the study, the relationship between the Metacognition Scale and its sub-dimensions "positive beliefs, uncontrollability and danger, cognitive confidence, need to control thoughts and cognitive awareness" levelsand academic procrastination behavior was analyzed. As a results of the research, it was revealed that the metacognition level of the participants was "high". In the study, it was revealed that the sub-dimensions of the Metacognition Scalw were "uncontrollability and danger, cognitive awareness " level was "high" and the level of "positive beliefs, cognitive confidence, need to control thoughts" was "low". İn conclusion of the research, it was revealed that there is a negative significant relationship between the levels of "positive beliefs", "uncontrollability and danger", "cognitive confidence", "need to control thoughts" and "cognitive awareness" and academic procrastination behavior.