An examination of academic procrastination behavior In pre-service teachers

Abstract

It is important to identify academic procrastination behaviours disrupting the educational life of students, it is also important to determine the academic procrastination tendencies and underlying causes in teachers and pre-service teachers, who are an inseparable part of the education environment. The aim of this research was to examine several variables of academic procrastination behaviour in a group of 113 pre-service teachers studying in the Physical Education and Sports Teaching Department of Anadolu University. The Academic Procrastination Inventory developed by Aitken (1982) and adapted to Turkish by Balkis (2006) was used in the study. In the analyses of the data, arithmetic means, standard deviation, t-test and ANOVA analysis were used. According to the results obtained, no significant difference was determined between the levels of academic procrastination of the pre-service teachers according to gender, year of study, the department selected for study, parental level of education or the perceptions of academic success. When the times that the pre-service teachers preferred to study lessons were examined, a significant difference was determined, with those preferring to work in the evening showing a lesser tendency for academic procrastination.