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Volume 11, Issue 30 (2018)
JMED 2018, 11(30): 40-55 |
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Mohammadi Bytamar J, Saed O. Psychometric Properties of Metacognitive Beliefs about Procrastination Questionnaire in Students of Zanjan University of Medical Sciences, Zanjan, Iran. JMED 2018; 11 (30) :40-55
URL: http://edujournal.zums.ac.ir/article-1-1025-en.html
URL: http://edujournal.zums.ac.ir/article-1-1025-en.html
Zanjan University of Medical Sciences, Zanjan Iran.
Abstract: (16196 Views)
Background & Objective: Considering the role of metacognitive beliefs associated with procrastination in the persistence and intensification of procrastination, application of a valid and reliable tool, either in the area of evaluation or assessment of the outcomes of therapeutic interventions, is of paramount importance. This study aimed to determine the psychometric properties of the metacognitive beliefs about procrastination questionnaire (MBPQ) in students of Zanjan University of Medical Sciences, Zanjan, Iran.
Materials and Methods: In total, 210 students were selected through convenience sampling. In order to assess the validity of MBPQ, three construct validity methods (exploratory and confirmatory factor analyses), convergent validity, and cross-correlation assessment of subscales were used. In addition, Cronbach’s alpha coefficient was applied to estimate the reliability of MBPQ.
Results: The two-factor structure (positive and negative metacognitive beliefs) with 14 items explained 49% of the total test variances. This factor structure was selected as the best model obtained from exploratory factor analysis and was approved as the final model of MBPQ using the confirmatory factor analysis. According to the results, there was a direct and significant relationship between positive and negative metacognitive beliefs and total and academic procrastination, respectively. In addition, the components of MBPQ had an acceptable reliability.
Conclusion: According to the results of the study, MBPQ had favorable psychometric properties and proper fit in the two-factor structure. This questionnaire can be applied as a proper research tool in clinical assessment, formulation of reference problems, and provision of a step toward the development of conceptualization of metacognition of procrastination.
Materials and Methods: In total, 210 students were selected through convenience sampling. In order to assess the validity of MBPQ, three construct validity methods (exploratory and confirmatory factor analyses), convergent validity, and cross-correlation assessment of subscales were used. In addition, Cronbach’s alpha coefficient was applied to estimate the reliability of MBPQ.
Results: The two-factor structure (positive and negative metacognitive beliefs) with 14 items explained 49% of the total test variances. This factor structure was selected as the best model obtained from exploratory factor analysis and was approved as the final model of MBPQ using the confirmatory factor analysis. According to the results, there was a direct and significant relationship between positive and negative metacognitive beliefs and total and academic procrastination, respectively. In addition, the components of MBPQ had an acceptable reliability.
Conclusion: According to the results of the study, MBPQ had favorable psychometric properties and proper fit in the two-factor structure. This questionnaire can be applied as a proper research tool in clinical assessment, formulation of reference problems, and provision of a step toward the development of conceptualization of metacognition of procrastination.
Article Type : Orginal Research |
Subject:
Education
Received: 2018/04/6 | Accepted: 2018/08/13 | Published: 2018/10/17
Received: 2018/04/6 | Accepted: 2018/08/13 | Published: 2018/10/17
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