Study On The Relationship Between Metacognitive Beliefs, Professional Commitment And Academic Procrastination In Medical College Students

Objectives:(1).To investigate the academic procrastination level, metacognitive beliefs about procrastination, professional commitment and mood state before examination in medical college students.(2).To analysis the relationship among the common status, metacognitive beliefs about procrastination, professional commitment and academic procrastination, mood state before examination of medical college students.(3).To provide some simple feasible interventions to decrease the academic procrastination degree of medical college students.(4)Introduce and translate the Metacognitive Beliefs about Procrastination Questionnaire into Chinese, and get the result of reliability and validity.Methods:Adopting delaminating-random-group sampling and using Hunan Tradition Medical College sampling framework, we utilized Demographic Data Recording Form, Revised Procrastination Assessment Scale-Students, Metacognitive Beliefs About Procrastination Questionnaire, The Brunei Mood Scale, Scale for professional Commitment of college student to assess671medical college students in Hunan. Statistic analysis included statistic description, Mann-Whitney U test, Kruskal Wallis rank test for independent sampler test, Wilcoxon signed rank test, Friedman rank test, Spearman-correlation analysis and Logistic regression analysis.Results:(1).Cronbach a of all the scales or sub-scales were between0.704-0.928, MIC between0.127and0.454. Test-retest reliability showed more than0.8, and had good internal consistency reliability and stability (2).Severe procrastination in medical college students accounted for7.9%. Different task characteristics had different procrastination level. The most prone to procrastination is homework (91.2%), the most obvious procrastination is the learning management (19.2%), and the exam review is the least (27.6%). Severe-procrastinator in self-determined task (32.6%) was significantly more than the others-decided task (4.3%), all the differences were statistically significant (P=0.000). According to the specialty, the scores of the academic procrastination in ascending order were the clinical medical profession, followed by midwifery profession, nursing, rehabilitation health care, pharmacy. The academic procrastination level is lower in plan for master degree than without plan (P=0.000). Degree of the academic procrastination is different among father’s occupation (P<0.05), mother’s education level (P<0.05), and parents’parenting style (P<0.01). Procrastination in the others decided task of children with parental preference is easier.(3).Both positive metacognitive beliefs about procrastination and negative were existed in medical college students’thoughts. Plan or no plan for master degree (P <0.01), father’s parenting style (P<0.05), and family economic conditions (P<0.01) were statistically significant in the negative metacognitive beliefs. There is significant statistically difference between positive metacognitive beliefs about procrastination (P=0.000) and negative metacognitive beliefs (P<0.01) in different levels procrastinator.(4)Medical college students have a high level of professional commitment. The total scale score differs in procrastination level and major. In procrastination level, severe-procrastinator’s scores significantly less than non-procrastinator’s. For major, the scores arranged in order from low to high are the nursing, midwifery profession, pharmacy profession, the clinical medical profession, rehabilitation health care. Among the four dimensions of professional commitment, the highest score is normative commitment, and the lowest is ideal commitment. Boys’ideal commitment score is higher than girls’(P<0.01). The affective commitment and continuance commitment are different in different ages (P<0.05). Continued commitment scores of the non-single-parent families students is higher (P<0.01). Normative commitment and ideal commitment are higher in students who were brought up by severe punishment (P<0.05). The score of the student who plan for master degree is higher than those who without plan in every dimensions(P<0.01).(5).Both positive mood and negative mood were existed in medical college students’mind. The positive mood are significant different in gender (P<0.01), major (P=0.000) and whether plan for master degree (P=0.000). Different procrastination levels combined with different mood states. The positive mood scores in descending order were non-procrastinator, tendency-procrastinator, and severe-procrastinator(P<0.01). In contrast, the negative mood scores in descending order were severe-procrastinator, tendency-procrastinator, and non-procrastinator(P <0.05).(6).Spearman-correlation analysis showed significant correlation between academic procrastination and parents’parenting style or whether plan for master degree. The correlation is negative between academic procrastination and positive metacognitive beliefs, professional commitment, energy. But it is positive between negative mood state and academic procrastination.(7).Logistic regressions indicated that the positive metacognitive beliefs, emotional commitment, and confusion get into the severe academic procrastination in the final regression equation. Confusion was the risk factor for severe-procrastination. Emotional commitment and positive metacognitive beliefs were protective factors for severe-procrastination. The total predicting accuracy was92.1%.Conclusions:(1).The Metacognitive Beliefs about Procrastination Scale (MBPQ) has good internal consistency reliability and stability.(2).The academic procrastination level of medical college students is not serious. There are statistically significant differences of procrastination level in the major, plan for master degree, father’s occupation, mother’s educational level, parents’parenting style, and task characteristics.(3). Both positive metacognitive beliefs about procrastination and negative were existed in medical college students’thoughts. There is significant statistically difference between positive metacognitive beliefs about procrastination and negative metacognitive beliefs in different levels procrastinator.(4).Medical college students have a higher level of professional commitment. The difference of professional commitment was statistically significant for age, gender, major, family integrity, the father’s parenting style, and procrastination level.(5).Both positive mood and negative mood were existed in medical college students’mind. The positive mood are significant different in different sex, specialty and whether plan for master degree.(6).Whether plan for master degree and parents’parenting style were all significant related with academic procrastination. The correlation is significant negative between academic procrastination and positive metacognitive beliefs, professional commitment. But it is significant positive between negative mood state and academic procrastination. Emotional commitment and positive metacognitive beliefs were protective factors for severe-procrastination, and confusion was the risk factor.