Reasons of academic procrastination: self- regulation, academic self-efficacy, life satisfaction and demographics variables

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dc.contributor.authorKandemir, Mehmet
dc.date.accessioned2020-06-25T18:12:22Z
dc.date.available2020-06-25T18:12:22Z
dc.date.issued2014
dc.departmentKırıkkale Üniversitesi
dc.descriptionERPA International Congress on Education (ERPA) -- JUN 06-08, 2014 -- Istanbul Univ, Istanbul, TURKEY
dc.description.abstractThe behavior of academic procrastination is quite common among students. Students can not show their real performances in learning processes and they fail because of procrastination behaviors. Determining the reasons of this behavior can decrease students' behaviors and help them show their performances. In this context, the goal of this research is to determine how the variables of self-regulation, self-efficacy, life satisfaction, hope and other descriptive variables, which are mentioned in the related literature about academic procrastination, explain academic procrastination behavior in the regression model. Descriptive survey model and availability sampling model are used in order to reach this goal. In the research, "Aitken Academic Procrastination Scale", "Emotional Literacy Scale", "Academic Self-Efficacy Scale", "the Satisfaction with Life Scale", "Hope Scale" and "Information Form" are used in order to gather data Correlation and hierarchical regression analysis are used in order to analyze the obtained data At the end of the research, it is found that the regression model predicts academic procrastination. When the results of the research are analyzed, it is seen that the variables that make the highest original contribution to the model are respectively; academic success mean, self-regulation and life satisfaction. When the results of the research are analyzed, it is seen that academic success mean variable, which entered the model in the first step, predicts academic procrastination negatively and meaningfully. (C) 2014 The Authors. Published by Elsevier Ltd.en_US
dc.description.sponsorshipERPAen_US
dc.identifier.citationKandemir, M. (2014). Reasons of Academic Procrastination: Self-regulation, Academic Self-efficacy, Life Satisfaction and Demographics Variables. Procedia - Social and Behavioral Sciences. 152, 188-193.en_US
dc.identifier.doi10.1016/j.sbspro.2014.09.179
dc.identifier.endpage193en_US
dc.identifier.issn1877-0428
dc.identifier.startpage188en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2014.09.179
dc.identifier.urihttps://hdl.handle.net/20.500.12587/5885
dc.identifier.volume152en_US
dc.identifier.wosWOS:000348253300035
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherElsevier Science Bven_US
dc.relation.ispartofErpa International Congress On Education (Erpa Congress 2014)
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectacademic procrastinationen_US
dc.subjectself-regulationen_US
dc.subjectacademic self-efficacyen_US
dc.subjectlife satisfactionen_US
dc.subjecthopeen_US
dc.titleReasons of academic procrastination: self- regulation, academic self-efficacy, life satisfaction and demographics variablesen_US
dc.typeConference Object

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