College Students’ Academic Procrastination from the Perspective of Metacognitive Strategies

Abstract

At present, the problem of college students’ academic procrastination has been widely concerned, but there is still a lack of comprehensive research into its current situation and effective solving strategies. This paper specifically analyzes the impact of metacognitive strategies, which involve planning, monitoring, and evaluating one’s own learning processes, on academic procrastination. The findings indicate that the application of these strategies has a significant influence on both the degree and the potential improvement of academic procrastination behaviors among students. Based on this conclusion, the paper puts forward practical suggestions to help mitigate procrastination. These recommended strategies include setting segmented goals to make tasks more manageable, finding peers or mentors to assist in supervision and provide external accountability, and engaging in regular self-reflection to enhance awareness of work habits. The study aims to contribute to the development of more effective interventions that can support students in overcoming procrastination and achieving better academic outcomes.