Abstract
The goal of this research is to analyze the predictive power level of academic self-efficacy, self-esteem and coping with stress on academic procrastination behavior. Relational screening model is used in the research whose research group is made of 374 students in KA±rA±kkale University, Education Faculty in Turkey. Students in the research group are from different grades and demographic features. “Aitken Academic Procrastination Scale”, “Academic Self-Efficacy Scale”, “Rosenberg Self-Esteem Scale” and “Coping with Stress Scale” are used in the research. Path analysis modeling is used in the research in order to test the hypothesis models. Results indicate that, it is determined that the academic procrastination behavior of students is explained by academic self-efficacy, self-esteem and coping with stress strategies in scope of a model. It is seen that active planning, one of the coping with stress strategies explains academic procrastination on a negative and meaningful level; biochemical avoidance strategies explain on a positive and meaningful level. Research results are discussed in the light of related literature. Keywords: Academic procrastination, academic self-efficacy, self-esteem, coping with.
Highlights
Students face with various problems in education/ academic field, just like the problems in personal-social field during education life
It is found that academic procrastination is related to self-esteem at r=-.15, p
In this research, which explains the academic procrastination behavior of university students, it is seen that self-esteem, academic self-efficacy, active planning and biochemical avoidance coping skills explain academic procrastination together
Summary
Students face with various problems in education/ academic field, just like the problems in personal-social field during education life. One of the most common problems in this scope is academic procrastination behavior. Rothblum et al (1986), this behavior is defined as procrastination of academic duties such as preparing for exams or doing homework constantly or sometimes. This definition is one of the first definitions about academic procrastination. It is seen that definitions about academic procrastination are related to students’ intrinsic or extrinsic behaviors and results of them. Senécal et al (1995) It is seen that definitions about academic procrastination are related to students’ intrinsic or extrinsic behaviors and results of them. Senécal et al (1995)
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