Üniversite Öğrencilerinde Akademik Erteleme Davranışının Çeşitli Değişkenlere Göre İncelenmesi

Abstract

In the twenty-first century, researchers continue to investigate procrastination behavior with curiosity. The study of procrastination gains a new dimension due to changing parameters, including time perception, life uncertainties, psychological disorders, evolving conditions, emerging opportunities, and advancing technology. Although procrastination can be observed at all ages and under all conditions, it is a common behavior among university students who are undergoing a significant transition to adulthood. This study aims to investigate whether academic procrastination in university students varies based on different variables. In the study, a descriptive survey was conducted with quantitative data. The procrastination behavior tendencies of 267 university students enrolled in the central faculties of a state university in Turkey were examined. The Academic Procrastination Scale and information form including demographic questions prepared by the researchers were used as data collection tools. Since the data had normal distribution according to the Kolmogorov-Smirnov test, the independent groups’ t-test and ANOVA were used to determine whether there was a difference in the procrastination scores of the students based on factors and total scores according to the variables. Findings showed that the procrastination tendencies of the students differed in terms of gender, faculty, department, duration of telephone use and telephone use purposes, interest in the department, and perceptions of competence in the field. How students utilize procrastination behavior is crucial when planning activities. Parameters should be handled in accordance with age. In newer studies, causal and longitudinal studies can be conducted by incorporating various variables into the research. Development or intervention programs can be executed with repetitive studies.