Academic Self-efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students

Asude Malkoç,Aynur Kesen Mutlu

doi:10.13189/ujer.2018.061005

Asude Malkoç, Aynur Kesen Mutlu

Open Access

https://doi.org/10.13189/ujer.2018.061005

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Abstract

The aim of this study has been to investigate the relationships among academic self-efficacy, academic motivation, and academic procrastination. The study has further delved into the question of whether academic motivation mediates the relationship between self-efficacy and academic procrastination. In order to investigate such links, three hundred and nineteen university students (218 females and 101 males) enrolled in the education faculty of a private university in Istanbul, Turkey, offered data. For data collection, the Aitken Procrastination Inventory, Academic Self-Efficacy Scale, and Academic Motivation Scale have been used. The results of the study indicate that academic motivation partially mediate the relationship between academic self-efficacy and academic procrastination.

Highlights

Transition from high school to university brings with many difficulties for students University life can be stressful for a new student [1] and they have to overcome many challenges in pursuit of their educational goals
Extensive research has been conducted with the aim of identifying those factors which promote academic achievement such as self-efficacy [5] and optimism [6], and those which inhibit academic achievement, such as academic procrastination
The current study was an investigation of the relationship among academic self-efficacy, academic procrastination and academic motivation

Summary

Introduction

Transition from high school to university brings with many difficulties for students University life can be stressful for a new student [1] and they have to overcome many challenges in pursuit of their educational goals. Extensive research has been conducted with the aim of identifying those factors which promote academic achievement such as self-efficacy [5] and optimism [6], and those which inhibit academic achievement, such as academic procrastination. There has been a growing interest in the concept of academic procrastination especially in academic settings. Academic procrastination is a risk factor for students’ academic motivation and success. For this reason, it needs to be studied on reducing academic procrastination and increase academic self-efficacy in school settings

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