REVIEW OF THE VARIABLES THAT PREDICT ACADEMIC PROCRASTINATION OF UNIVERSITY STUDENTS

Abstract

In this study, variables that predict university student’s academic procrastination were examined. Data were collected via Self-regulation learning skills (SLSS) developed by Turan (2009). Academic self-efficacy scale was developed by Jerusalem and Schwarzer (1981) and was translated into Turkish by Yılmaz, Gürçıray and Ekici (2007). Academic procrastination scale was developed by Çakıcı (2003). Demographic data were collected by personal information form prepared by the researcher. Independent samples t-test, one way ANOVA test, and the hierarchical regression analysis were applied for the purpose of data analysis. The results obtained shows that there are no significant differences between student’s gender type and their academic procrastination, self-regulation, and their academic self-efficacy levels. No significant difference was found in student’s academic procrastination according to their departments. Significant difference was found between Art and Science departments in self-regulation levels according to or in favor of the art department. However, significant difference was found in students’ academic selfefficacy levels between art and music departments in favor of the art department. According to the result of the hierarchical regression analysis strategy used, the assessment sub-scale of self-regulation and academic selfefficacy were found to be the best predictors of academic procrastination.