No abstract

Introduction. Procrastination has become one of the most researched topics due its adverse effects on the both general and student population in social sciences. The general tendency toward delaying academic tasks has been conceptualized as academic procrastination in academic setting. It is a prevalent issue among students and a numerous students have to deal with it at almost all stage of education, because of its negative consequences such as academic failure and poorer well-being. The current study examined the gender differences in relation to academic procrastination, academic performance and academic life satisfaction. Method. The participants for this study were 441 undergraduate students (49.4 % of female and 50.6 % of male). Aitken procrastination inventory, Academic satisfaction scale and Demographic information form were used to gather data. Results. The results noticed that academic procrastination was negatively related with academic performance and academic life satisfaction. Male students had higher level academic procrastination and lower level of academic performance and academic life satisfaction. The Manova and Hierarchical Regression analyses displayed that gender moderated the relationship between academic procrastination, academic performance and academic life satisfaction. Discussion and Conclusion. The current study suggests that male students are more vulnerable to destructive effect of academic procrastination in terms of academic performance and academic life satisfaction

Objective:The aim of this study is to investigate the prevalence of burnout among a group of Turkish preclinical dental students, to compare the level of burnout and to determine the consequences in structural equation model.Materials and Methods:Preclinical dental students (n = 329, 50.5% of females and 49.5% of males) aged between 18 and 24 took part in the study. Maslach burnout inventory student version, academic satisfaction scale, and personal information sheet were used to gather data. Pearson correlation analyses, t-test, and one-way ANOVA were used for statistical analysis. The proposed theoretical model was tested via observed variable path analysis using maximum likelihood parameter estimation with AMOS 7.0.Results:About 22.3% of students had high level of emotional exhaustion, 16.7% of students had high level of cynicism, and 17.9% of students suffered from high level of reduced academic efficacy. While the students attending the first grade reported higher level of reduced academic efficacy, the students in the third grade reported higher level of emotional exhaustion. Academic workload played an important role in the development of burnout. As consequences of burnout, students with high levels of burnout intended to change their current major and did not to plan to continue to postgraduate education. Students with high level of burnout reported less level of academic satisfaction and academic achievement.Conclusions:Creating awareness on the burnout of dental students from the preclinical period may be useful for prevention and more compatible dental education environment.

The current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015;Richardson, Abrah...