Determining the Variables Which Explain the Behavior of Academic Procrastination in University Students

Abstract

ABSTRACT. The purpose of the study was to investigate if academic motivation, anxiety, time management, general procrastination and irrational beliefs predicted academic procrastination behaviour. Participants (N=250) were the students attending different faculties of Ankara University. The Academic Procrastination Scale (Yorulmaz, Çakıcı ve Gülebağlan, 2003), the Irrational Beliefs Scale (Türküm, 1999), the Learning and Study Strategies Inventory (Köymen, 1994) and the General Procrastination Scale (Yorulmaz, Çakıcı ve Gülebağlan, 2003) were the tools employed in order to collect data. Pearson correlation analysis and multiple linear regression were used in the process of data analysis. Correlation analyses showed that there are positive and significant relationship between academic procrastination and general procrastination, significant but mild relationship between academic procrastination and anxiety, positive and significant relationship between academic procrastination and time management. There were no significant relations between academic procrastination and other variables. The equation variables in regression analysis, cognitive distortion and anxiety did not predicted the academic procrastination significantly. However, it's found that general procrastination, time management and motivation predicted the academic procrastination significantly.

Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City

“…Results of this study with aim to examine the prevalence of academic negligence among students, implying that more than half of the students in relation to academic tasks in frequently, often, or always, are negligence. These results are largely consistent with the findings of many researchers (eg, Solomon & Ruthbloom, 1984;Kagan, 2009;Ferrari, Johnson, & McDonald, 2005;Klasn et al, 2008;Hariot & Ferrari, 1996) based on negligence is the high rate of school.…”

“…10;2015 On gender, the academic negligence researches, has largely equivocal, different, ambiguous and complex. Some of these studies (e.g., Ferrari et al, 1995;Kagan, 2009;Ozer & Dmyrvfrary, 2009) suggest that males are more lax .However, other studies indicate that there is not significant relationship between gender and negligence (Clark & Hill, 1994;Haykvk, 1993;Solomon & Ruthblum, 1984). The results also indicate that there wasn't a significant relationship between gender and educational neglect.…”

“…The more research that has been done in this area, the incidence of negligence in Klasn et al (2008) studies 89%, Ferrari, Demir, andOzer (2009) studies 52%, And in the review Asif (2011) is based on previous research, %90-75 have been reported. Also Kagan (2009) in their study concluded that half of the students are negligent. Conducted researches about effects of gender on academic negligence are largely vague and ambiguous.…”

The Relationship between Music Teacher Candidates’ Academic and General Procrastination Tendencies and Test Anxiety

“…Balkıs et al (2006) showed that the academic procrastination tendency had a significant positive correlation with the negative attitudes toward learning, learning difficulties and concentration difficulties. The work of Kağan (2009) on university students show that there is a positive and significant correlation between academic procrastination and general procrastination whereas there is a weak significant and negative correlation between academic procrastination and anxiety. Onwuegbuzie (2004) also reported that individuals who experience increases in levels of statistics anxiety are more likely to postpone undertaking statistical activities and assignments (e.g.…”

Academic Procrastination Behaviors of Preservice Teachers in Turkish Context

“…The relevant literature gives several definitions of the term. Kağan (2009) defines the academic procrastination behavior as the problems with which students face when they try to prepare their studies related to exams and projects on time. In another definition which focuses on the underlying reasons of academic procrastination behavior, Senecal, Julien and Gay (2003) mention the tendency to delay starting and carrying on academic assignments because of illogical reasons.…”