The present study aimed to investigate the relationship between metamemory, metacognition, and academic vitality with academic procrastination among students. This research was applied in purpose and descriptive in nature, employing a correlational design. The statistical population consisted of all undergraduate male and female psychology students at Ayatollah Amoli Islamic Azad University (N = 552). Of the 552 eligible students, 180 were invited and 160 completed the questionnaires through voluntary convenience sampling and completed the Metamemory Questionnaire (Troyer & Rich, 2002) and the Metacognition Questionnaire (Cartwright-Hatton & Wells, 1997), virtually. Findings from Pearson’s correlation coefficient revealed that metamemory, metacognition, and academic vitality had a significant negative relationship with academic procrastination (p < 0.01). Furthermore, the results of multiple regression analysis indicated that metamemory, with the highest beta value (β = ？0.439, p < 0.01), was the strongest negative predictor of academic procrastination.
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