Abstract:

This research was aimed to examine the effect of self-esteem on procrastination behaviors of university students. The research consists of a total of 378 students, 169 female students and 209 male students randomly selected from the Faculty of Economics and Administrative Sciences and Sport Sciences at Muğla Sıtkı Koçman University. Survey method was used to collect data in the research. Self-esteem Scale Behavioral Scale and Personal Information Form were used. Self-esteem Scale, Procrastination Behavior Scale and Personal Information Form were used to collect the data. Turkish validity and reliability study of the Rosenberg Self-Respect Scale was conducted by Çuhadaroğlu (1985). Tuckman Procrastination Behavior Scale (Tuckman, 1991) was used to determine procrastination behaviors. Turkish validity and  reliability study of the scale was performed by Uzun-Özer, Saçkes and Tuckman (2009). The statistical analysis of the data obtained in the research was done using statistical package program (Spss 18,0). The results obtained are presented in tabular form, together with comments, in the findings section. In the study, the reliability coefficient of the self-esteem scale was 0.783; The reliability coefficient of the deferral behavior scale is 0,775 and these values ​​show that the scales have a high degree of reliability. According to the correlation analysis, the education area (r = -0,192) and the self-esteem variable (r = 0,243) have a significant relationship with the procrastination behavior. As a result, as the general self-esteem increases, the behavior of procrastination increases. Self-esteem is a significant and positive influence on the procrastination behavior. Moreover, the field of education has a significant influence on the procrastination behavior variable. According to this result, there are statistically significant differences between the students in sport management department and those in business administration and economics department.

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