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Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement

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dc.contributor.author Balkıs, Murat
dc.date.accessioned 2019-08-16T12:02:28Z
dc.date.available 2019-08-16T12:02:28Z
dc.date.issued 2011
dc.identifier.issn 1302-597X
dc.identifier.uri https://hdl.handle.net/11499/5762
dc.description.abstract Problem statement: Numerous studies have reported that several factors negatively and positively affect academic performance among college students, such as time spent on tasks, motivation, study habits, level of experienced stress, academic procrastination, level of perceived efficacy, burnout, self esteem, and etc. The studies reported that both procrastination and self-efficacy are related with academic achievement, and significantly predict academic achievement. Students with high level of procrastination reported that they have low level of self-efficacy and poor academic achievement, in spite of students with high level self-efficacy reported that less level of procrastination and higher level of academic achievement. Those studies only focused on the main effect of procrastination and self- efficacy on academic achievement. None of them have focused on the mediator or moderator role of self-efficacy in relation between academic procrastination and academic achievement. The purpose of the study: The purpose of this study is to investigate the mediator and moderator role of academic-efficacy to predict the effect of procrastination on academic achievement. Methods: The participants were 364 students who study different major fields at the Faculty of Education in Pamukkale University. In this study, Aitken Procrastination Inventory Academic-Efficacy Scale, and Personal Information sheet were used to gather data. Findings and Results: In general, academic efficacy has partial mediator role in relation to the academic procrastination and reported academic achievement. Results also showed that academic-efficacy moderate relationship between academic procrastination and reported academic achievement by raising reported academic achievement and reducing academic procrastination Conclusions and Recommendations: As a result, reducing academic procrastination and raising academic-efficacy are important for academic achievement. School counselor and educator could utilize a procrastination measure to help students determine their level of procrastination and determine whether or not they may need to work with a counselor to gain skills to combat their procrastination. en_US
dc.language.iso en en_US
dc.relation.ispartof Egitim Arastirmalari - Eurasian Journal of Educational Research en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Academic achievement en_US
dc.subject Academic efficacy en_US
dc.subject Academic procrastination en_US
dc.title Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement en_US
dc.type Article en_US
dc.identifier.issue 45 en_US
dc.identifier.startpage 1
dc.identifier.startpage 1 en_US
dc.identifier.endpage 16 en_US
dc.authorid 0000-0003-2249-1309
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US

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