Academic Procrastination Behaviors of Preservice Teachers in Turkish Context

Abstract

Current study aims at investigating the academic procrastination behaviors of preservice teachers in terms of
different variables. The research is conducted with 211 undergraduate students studying at the faculty of education at
a public university in Turkey. The study is designed in descriptive survey model in which the data is collected with
the instrument of Academic Procrastination Scale. Standard deviation, arithmetic mean, frequency, percentage, t test,
one-way analysis of variance (ANOVA) and Scheffe and Tukey test are used as data analysis procedures. The results
showed that preservice teachers do not mostly exhibit behaviors of academic procrastination, irresponsibility, quality
of perceived academic task, negative perceptions regarding instructors and academic perfectionism. Additionally,
there are some differences between preservice teachers’ behaviors of academic procrastination in terms of gender,
departments and class level. The findings are discussed in the light of relevant literature and implications for theory
and practice have been presented along with concluding remarks.