Humanistic Studies and Social Researches

Abstract Academic procrastination is a prevalent issue among university students, particularly those in high-stress programs like medical studies. This behavior is often associated with negative consequences such as lower academic performance, heightened stress, and a decline in psychological well-being. One promising solution to this problem involves teaching self-regulated learning (SRL) strategies, with a focus on metacognition, which encourages students to monitor, evaluate, and adjust their learning processes. This review synthesizes the body of research on the effectiveness of SRL and metacognitive strategies in reducing academic procrastination and enhancing key outcomes, including psychological well-being, academic self-efficacy, and overall academic satisfaction, particularly among medical students. The review finds that SRL and metacognitive interventions significantly improve both academic performance and mental health by helping students better manage their time, reduce procrastination, and increase motivation. By promoting greater awareness and control over their learning habits, students can overcome procrastination tendencies, leading to improved academic outcomes and greater satisfaction in their studies. The findings of this review suggest that SRL and metacognitive approaches are valuable tools in addressing procrastination and fostering more successful, well-rounded students, particularly in demanding academic environments such as medical education.