AN INVESTIGATION OF THE RELATIONSHIP BETWEEN ACADEMIC PROCRASTINATION BEHAVIOR, ACADEMIC SELF-EFFICACY AND ACADEMIC MOTIVATION OF STUDENTS ATTENDING DAY AND NIGHT SCHOOL

Abstract

This study aims to investigate the relationship between academic procrastinating behavior, academic self-efficacy and academic motivation of 446 students who were attending day and night classes (daytime and evening education) at Gaziantep University Vocational School of Healthcare Services (216 students) and the Vocational School of Social Sciences (230 students). This study employs four assessment tools, “Personal Information Form”, “Academic Procrastination Scale”, “Academic Self-Efficacy Scale” and “Academic Motivation Scale”. Data was evaluated using SPSS 20 software. Academic procrastination behavior was seen more frequently in males, single individuals, those who did not like their education program, and high school graduates. Academic self-efficacy was higher in students studying office management and executive assistant programs and in students who were working alongside their studies. Within the academic motivation scale: the Self-Exceeding subdimension was significantly higher in individuals whose mothers graduated from primary school, and those who liked their education program; the Use of Information subdimension was higher in females, students of office management and executive assistant programs, and those who liked their education program; the Discovery subdimension was significantly higher in females, those who spent most of their lives in the city, and students who liked their education program; and total level of motivation was significantly higher in females, individuals whose mothers graduated from primary school, and students who liked their education program. Among the subdimensions in the academic motivation scale, there was a moderate positive significant relationship between Use of Information and Self-Exceeding (r=0.534), and between Discovery and Self-Exceeding (r=0.500); there was a weak positive significant correlation between Discovery and Use of Information (r=0.453); and there was a strong positive significant correlation between Academic Motivation and Self-Exceeding (r=0.849), Academic Motivation and Use of Information (r=0.766), and Academic Motivation and Discovery (r=0.799). There was a very weak negative significant correlation between Academic Self-Efficacy and Self-Exceeding (r=-0.199) and Use of Information (r=-0.221), and there was a weak negative significant correlation between Academic Self-Efficacy and Discovery (r=-0.266) and Academic Motivation (r=-0.270).