Özet:

The aim of this study was to investigate the moderator role of rational beliefs in relations to procrastinationacademic achievement and procrastination-academic satisfaction. The participants were 294 students who study different major field in faculty of education in Pamukkale University. Age range varied from 19 to 26. Tuckman Procrastination Inventory, Rationality Scale, Academic Satisfaction Scale and Personal Information Sheet were used to gather data. Findings showed that procrastination was negatively related to rational beliefs, academic satisfaction, and academic achievement. In contrast, rational beliefs were positively related to academic satisfaction and academic achievement. The results of multiple regression analyses showed that rational beliefs only moderated the relation between academic procrastination and academic satisfaction. Implications of these finding were discussed in detail

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