An Examination of Academic Procrastination Behavior In Pre-service Teachers

Abstract

It is important to identify academic procrastination behaviours disrupting the educationallife of students, it is also important to determine the academic procrastination tendencies andunderlying causes in teachers and pre-service teachers, who are an inseparable part of theeducation environment. The aim of this research was to examine several variables of academicprocrastination behaviour in a group of 113 pre-service teachers studying in the PhysicalEducation and Sports Teaching Department of Anadolu University. The Academic ProcrastinationInventory developed by Aitken (1982) and adapted to Turkish by Balkis (2006) was used in thestudy. In the analyses of the data, arithmetic means, standard deviation, t-test and ANOVAanalysis were used. According to the results obtained, no significant difference was determinedbetween 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 ofacademic success. When the times that the pre-service teachers preferred to study lessons wereexamined, a significant difference was determined, with those preferring to work in the eveningshowing a lesser tendency for academic procrastination.