The role of procrastination, self-regulating and meta-cognitive beliefs in predicting the academic burnout of high school girl students

The purpose of this study was to determine the role of procrastination, self-regulating and meta-cognitive beliefs in predicting academic burnout among high school female students. This descriptive study is of correlational type. The statistical population of this study is all female high school students of Meshkinshahr in the academic year of 92-91. The subjects consisted of 120 female students of Meshkinshahr city who were selected through multistage cluster sampling from schools of this city. Data from procrastination Students (PASS), its scale regulation, beliefs and academic burnout scale was used. The findings were analyzed using correlation coefficient, multivariate regression and path analysis. The results of correlation coefficient indicated that there was a positive and significant relationship between metacognitive beliefs and procrastination with academic burnout (P P). The results of path analysis showed that procrastination and metacognitive beliefs by selfregulating influence on academic burnout. Students who used selfregulation more than cognitive and meta-cognitive strategies. Procrastination were lower, resulting in higher academic achievement.