Özet:

It appears that university students often delay their academic tasks they need to do during their university studies. The high expectations that university students determine for their situations such as doing tasks, writing projects, continuing to courses, preparing for exams, fears of making mistakes, family expectations, the criticism they receive from the family, the uncertainty of what they do and the thoughts of being regular or the desperation in their thoughts about the future may be effective in showing their academic delay behavior. The aim of this study is to explore the role of excellence and disappointment in academic delay behavior in university students. The work is carried out in accordance with the relationship. The study group of the research consisted of 484 university students aged between 18 and 27, aged between 18 and 27, studying at Bayburt University in the fall semester of the 2016-2017 academic year, x=19.96, Sd=1.50, 278 female 57.4% and 206 male 42.6%. Personal Information Form, Frost Multidimensional Perfectionism Scale, Academic Procrastination Scale and Beck Hopelessness Scale were used to collect data in the study. Pearson correlation coefficient technique and multiple linear regression analysis were used in the analysis of the research data. After the analyzes made; with academic procrastination; hopelessness r=.24, p

Özet:

It appears that university students mostly procrastinate their academic tasks during their education. The high expectations that university students set for their homework, writing projects, attendance to classes, preparing for exams, etc., their worrying about making mistakes, familial expectations, criticism from their family, not being sure about what they did and their thoughts for regularity or hopelessness taking place in their future thoughts may have an effect on exhibiting procrastination behaviors. Accordingly, the aim of this study was to investigate the role of perfectionism and hopelessness on academic procrastination behaviors of university students. The study had a relational design. The sample of the study consisted of 484 university students studying at Bayburt University during the fall semester of the 2016-2017 academic year. Students’ ages ranged from 18 to 27 M=19.96, SD=1.50 , 278 of 57.4% of the participants were female, and 206 42.6% were male. In order to collect data, Personal Information Form, Frost Multidimensional Perfectionism Scale, Academic Procrastination Scale, and Beck Hopelessness Scale were used. In analyzing data, Pearson’s correlation analysis and multiple linear regression analysis were used. According to the results of the current study, there was a significant positive relationship between procrastination and hopelessness r=.24, p

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