The relationship between academic self-efficacy and academic procrastination tendency: A study on teacher candidates

Abstract

In this study, the relation between academic self-efficacy and academic procrastination tendency according to the perceptions of teacher candidates was examined. The study, designed as a correlational research, has a total of 495 teacher candidates studying at state and foundation universities located in different states in Turkey. In the collection of the data, the "Academic Self-Efficacy Scale" and the "Academic Procrastination Scale" were utilized. In the analysis of the data descriptive statistics, Pearson moment product correlation coefficient, and simple linear regression analysis were used. Findings of the study showed that there is a significant, negative and moderate relationship between academic self-efficacy and academic procrastination tendency of teacher candidates. In addition, it has been found that while gender creates significant differences on academic procrastination tendency, school type creates significant differences on academic self-efficacy and department create significant differences on both academic self-efficacy and academic procrastination tendency. As the result of the study, it has been reached that academic self-efficacy is a significant predictor of academic procrastination tendency.