Abstract
The present study aims at examining the extent, to which personality traits, goal orientations, academic self-efficacy belief and self-esteem explain the academic procrastination behaviors of university students within the framework of a mode. To this end, a model was created and a model test was performed in order to determine the direct and indirect effects of the research variables within the compass of a cause and effect relationship. In the present research in which a causative comparative pattern was used, the research group consists of 630 university students in total from different grades, 406 of whom are female and 224 of whom are male. In the data collection phase of the present research," Aitken Academic Procrastination Scale", "Adjective Based Personality Test", "Multidimensional Perfectionism Scale", "Achievement Goals Scale", "Rosenberg Self Esteem Scale" and "Academic Self Efficacy Scale" were used. It was found that the academic procrastination behaviors of university students are directly and indirectly related to personality traits, success orientation, academic self efficacy belief and self esteem within the framework of a cause and effect relationship
Highlights
Procrastination behavior is defined as postdating of the tasks to be completed in an unrealistic way (Lay, 1986), or preferring the awards that will be achieved in the short term to those to be achieved in the long term (Roberts, 1997)
Causal-comparative research model was used in the research where it attempted to explain teacher candidates' academic procrastination behavior with gender, personality traits, achievement tendencies, academic self-efficacy beliefs and self-esteem
It is seen that conscientiousness personality trait affects academic procrastination in a negative and significant manner
Summary
Mehmet KANDEMİR†a a Kırıkkale University, Faculty of Education, Kırıkkale/Turkey. Article history: Received 29 March 2014 Revised 12 June 2014 Accepted 07 July 2014.
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