This article discusses the theoretical and practical aspects of the relationship between academic procrastination and metacognitive processes. The purpose of the study is to identify the relationship between the level of development of metacognitive processes in students and the level of academic procrastination, as well as to analyze ethnocultural characteristics. The article presents scientific approaches to the essence of the phenomenon of academic procrastination, its psychological determinants, as well as the role of metacognitive processes in academic activity. The empirical part of the study was conducted with the participation of students from Russia and Uzbekistan, in which the relationship between procrastination and metacognitive indicators is analyzed based on psychodiagnostic methods. The results showed that students with a low level of metacognitive regulation tend to have a high level of procrastination.  

Academic procrastination, metacognitive processes, metacognitive regulation

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