Abstract
The aim of this study was to examine the relationship between high school students' academic procrastination behaviors, efficacy beliefs, and attitudes towards homework. This study has shown that students with low academic and/or social efficacy belief engage in more academic procrastination behavior than those with high academic and/or social efficacy belief and that students with high academic, social, and/or emotional efficacy belief have a more positive attitude towards homework than those with low academic, social, and/or emotional efficacy belief. There was no significant statistical difference in academic procrastination behavior based on low or high emotional efficacy belief. This study examines the relationship between high school students' efficacy beliefs, academic procrastination behaviors, and their attitude towards homework in order to address the fact that in the literature there was no study on the correlation between efficacy belief and both academic procrastination and attitude towards homework.
Highlights
Individuals’ belief in their ability to accomplish a work or a behavior necessary to successfully accomplish a task is called efficacy belief [1]
The results show that students with high emotional efficacy belief have a more positive attitude towards homework than those with low emotional efficacy belief
This study determined that students with low academic efficacy belief have more academic procrastination behavior than those with high academic efficacy
Summary
Individuals’ belief in their ability to accomplish a work or a behavior necessary to successfully accomplish a task is called efficacy belief (or expectancy) [1]. Bandura (1977), who coined the term, defines it briefly as “a person’s belief in his or her competency in successfully accomplishing a task”: Efficacy is a capacity that needs to be organized and directed in relation to various aims that has cognitive, social, emotional, and behavioral dimensions. Homework denotes tasks given by teachers for students to complete at home within a specific time frame. This is rather effective in reiterating topics in order for students with learning difficulties to gain basic skills [3]. Academic procrastination is a meaninglessly delays delaying the completion or start of academic tasks [4]
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