Abstract

The purpose of this study is to determine relationships among academic procrastination, mindfulness and metacognitive awareness with its two sub dimensions, knowledge of cognition and regulation of cognition in first year pre-service early childhood teachers. A sample of 145 pre-service early childhood teachers completed the measures of academic procrastination, mindfulness and metacognitive awareness. Correlation analyses revealed that academic procrastination was negatively related to mindfulness (r=-.47, p<.01), overall metacognitive awareness (r=-.40, p<.01), knowledge of cognition (r=-.40, p<.01) and knowledge of regulation (r=-.44, p<.01). Regression results indicated that the measures of mindfulness and regulation of cognition accounted for 37% of the variance in academic procrastination. Current results indicate that while mindfulness and metacognitive awareness, knowledge of cognition and regulation of cognition scores decrease, academic procrastination scores increase. Also, regulation of cognition and mindfulness are significant predictors of academic procrastination.

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