Reasons of Academic Procrastination: Self-regulation, Academic Self-efficacy, Life Satisfaction and Demographics Variables

The 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.