The Effectiveness of Teaching Self-Regulated Learning and Metacognitive Strategies on Academic Procrastination, Psychological Well-Being, Self-Efficacy, and Academic Satisfaction Among Medical Students: A Review of Recent Research

Academic procrastination is a common issue among university students, particularly those in high-pressure programs such as medical studies. It has been linked to poor academic performance, heightened stress levels, and diminished psychological well-being. One promising intervention to address procrastination is teaching self-regulated learning (SRL) strategies, particularly those involving metacognition. This review synthesizes existing research on the effectiveness of SRL and metacognitive strategies in reducing academic procrastination and enhancing psychological well-being, academic self-efficacy, and academic satisfaction in medical students. The findings suggest that these interventions can significantly improve key academic and psychological outcomes for students struggling with procrastination.

کلیدواژه ها:

Academic Procrastination ، Self-Regulated Learning ، Metacognitive Strategies ، Psychological Well-Being ، Academic Self-Efficacy ، Medical Students ، Academic Satisfaction