A study on academic procrastination behaviors of teacher candidates

Abstract

This research aims to review of academic procrastination behaviors of teacher candidates based on different variables. Determination of factors impacting academic procrastination attitudes of teacher candidates will help them to better understand these problems and to offer solutions. The research is based on descriptive survey model. Target population of the study is consisted of teacher candidates attending to the Faculty of Education at Cumhuriyet University. Sampling covers 263 teacher candidates who attend to the Science, Turkish Language, Social Sciences and Classroom Teaching Departments of the abovementioned faculty in the academic year of 2017-2018. "Academic Procrastination Scale" was used to determine academic procrastination attitudes of teacher candidates. Frequency, means and standard deviation values and one-way ANOVA analysis were used to analyze the obtained data. As a result of the analyses, it is concluded that the academic procrastination scores of the teacher candidates are above the average and there is a significant level of difference between science teacher candidates and social sciences teacher candidates and also the academic procrastination scores of the teacher candidates differ significantly based on gender. It is concluded that there is no significant difference between academic achievements and places of residence of teacher candidates (with family, dormitory or guest houses, houses) and academic procrastination scores.