Abstract:

The aim of the study is to determine the relation between academic procrastination and hopelessness perception of primary school teaching department students. Target population of the study is 431 students studying at Abant İzzet Baysal University, education faculty, primary school teaching department in 2015-2016 academic year. %19,3 of the students participated in the study group are 1. Grade students, % 24,6 are 2. Grade students, % 27,8 are 3. Grade students and 28,7 are 4. Grade students. %78,9 of the students are females and % 21,1 are males. The necessary data gathered with scales. The data of the study is gathered with “Academic Procrastination Scale” developed by one of the students Çakıcı (2003), and “Hopelessness Scale” developed by Beck, Weissman, Lester and Trexler and whose validity and reliability was analyzed by Seber, Dilbaz, Kaptanoğlu and Tekin (1993) and then reliability study was conducted by Durak and Palabıyıkoğlu (1994). In order to determine the academic procrastination and hopelessness perception in the analysis of the data descriptive statistics such as percentage, frequency, arithmetic average, and standard deviation were used. The relation between academic procrastination and hopelessness perception was analyzed with correlation analysis. In the study it was found out that the perception of academic procrastination of primary school teaching department students is at a “high” level. Hopelessness perception of primary school teaching department students is at “mild hopelessnes” level. At the end of the study it was found out that there is a low active positive relation between academic procrastination and hopelessness perception. The more the students have hopelessness perception the more they have academic procrastination perception.

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