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Sontag, C., & Stoeger, H. (2015). Can Highly Intelligent and High-Achieving Students Benefit from Training in Self-Regulated Learning in a Regular Classroom Context? Learning and Individual Differences, 41, 43-53.
https://doi.org/10.1016/j.lindif.2015.07.008

has been cited by the following article:

• TITLE: Investigation of the Relationship between Metamemory, Metacognition, and Academic Vitality with Academic Procrastination among Students

  AUTHORS: Fatemeh Ghaffari, Mahdi Mohammadi, Sahel Cheraghi, Matineh Ravanji, Amir Maghsoudi, Nasratullah Hajizada, Danial Kazemi, Rezvan Yousef Zamanian, Sanaz Saber, Donya Khorshidvand, Pooya Mohammadian, Atousa Mostafa, Setayesh Shokri, Hossein Khavari, Atefeh Mortezagholi, Zeinab Amiri, Faezeh Seyedi

  KEYWORDS: Metamemory, Metacognition, Academic Vitality, Academic Procrastination

  JOURNAL NAME: Sociology Mind, Vol.15 No.5, September 30, 2025

  ABSTRACT: The present study aimed to investigate the relationship between metamemory, metacognition, and academic vitality with academic procrastination among students. This research was applied in purpose and descriptive in nature, employing a correlational design. The statistical population consisted of all undergraduate male and female psychology students at Ayatollah Amoli Islamic Azad University (N = 552). Of the 552 eligible students, 180 were invited and 160 completed the questionnaires through voluntary convenience sampling and completed the Metamemory Questionnaire (Troyer & Rich, 2002) and the Metacognition Questionnaire (Cartwright-Hatton & Wells, 1997), virtually. Findings from Pearson’s correlation coefficient revealed that metamemory, metacognition, and academic vitality had a significant negative relationship with academic procrastination (p p