Abstract:

In this research, the relationship between academic procrastination and exam anxiety levels of 8th grade students studying in Kocaeli-Izmit in the 2018-2019 academic year was examined. 81 students participated in the study and they were administered the "Exam Anxiety Scale", "Middle School Students' Academic Procrastination Scale" and the Demographic Information Form. Independent sample t test to compare the means of two groups in cases where normal distribution assumption is provided in data analysis; In cases where the normal distribution assumption was not met, Mann Whitney U test was used. In comparing the means of more than two groups, ANOVA in tests with normal distribution; Kruskal Wallis H test was used for non-normally distributed data. Spearman correlation analysis in continuous data; Chi-square analysis was performed on categorical data. In the study, academic procrastination behavior is more common in male students and academic procrastination; It did not differ according to the age, economic status of the student, the high school he entered as a result of the LGS process, and his perceived success. According to the scores obtained from the exam anxiety scale and sub-dimension scores, male students have more concerns about the future than female students. There is no difference in terms of gender in other sub-dimensions and throughout the scale. Exam anxiety scores did not differ according to the student's age, economic status, high school he entered as a result of the LGS process, and perceived success. No significant relationship was found between academic procrastination and test anxiety and test anxiety sub-dimensions of others' opinions, concerns about future and preparation, mental and physical reactions, and general exam anxiety. There is a significant, positive and weak relationship between academic procrastination and one's own opinion sub-dimension. Academic procrastination did not differ according to exam anxiety level.

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