Akbari, A., Mirzaei Malati, P., Pour Nasrollah, A., & Askari, M. A. (2021). Learning strategies, metacognition, and academic achievement motivation in students with and without specific learning disabilities. Quarterly Journal of Educational Psychology Skills, 11(3).
· Bakhshi, M. (2011). Learning from a metacognitive perspective and its impact on academic self-efficacy, procrastination, and academic burnout. Developmental Psychology: Iranian Psychologists Quarterly, 7(28), 0-19.
· Ghadampour, A., & Biranvand, K. (2019). The effect of cognitive and metacognitive learning strategies training on academic procrastination and self-efficacy of students. Journal of Cognitive Science News, 21(3), 31-41.
· Hassani, A. A. (2006). Learning from a metacognitive perspective and its impact on academic self-efficacy, procrastination, and academic burnout. Metacognition Research Quarterly, 6(21), 7-32.
· Rajabzadeh, A., Lasani, F., & Motaheri Nejad, M. (2015). The effectiveness of self-regulated learning strategies training on academic achievement of students with learning disabilities. Journal of Research in Exceptional Children, 14(1), 77-106.
· Samkhaniani. (2021). The effectiveness of cognitive and metacognitive learning strategies training on academic procrastination and psychological well-being of students. Quarterly Journal of New Ideas in Psychology, 4(8).
· Tahmasbi, Gh., Ramezani, G., & Zare, H. (2018). The impact of metacognitive strategies on achievement motivation and academic burnout among sixth-grade female students. New Approaches in Educational Management Quarterly, 9(1), 1-15.
· Valizadeh, Z., Ahadi, H., Heidari, M., Mazaheri, M. M., & Kajbaf, M. B. (2014). Predicting academic procrastination among students based on cognitive, emotional, motivational factors, and gender. Knowledge and Research in Applied Psychology, 15(3), 92-100.
· Alharbi, Y., Al-Mansour, M., Al-Saffar, R., Garman, A., & Alraddadi, A. (2020). Three-dimensional virtual reality as an innovative teaching and learning tool for human anatomy courses in medical education: A mixed methods study. Cureus, 12(2). https://dx.doi.org/10.7759%2Fcureus.7085
· Ferrari, J. R. (2012). Trait procrastination in academic settings: An overview of students who engage in task delays. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 19–27). Washington, DC: American Psychological Association.
· Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. University of Calgary.
· Hayat, A. A., & Shateri, K. (2019). The role of academic self-efficacy in improving students' metacognitive learning strategies. Journal of Advances in Medical Education & Professionalism, 7(4), 205.
· Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20, 1–11.
· Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
· Wells, A. (1995). Metacognition and worry: A cognitive model of generalized anxiety disorder. Behavioural and Cognitive Psychotherapy, 23(3), 301–320.
