Abstract:

Academic delay behavior is a self-discriminating strategy, which can be widely shown by students in the face of academic tasks. Therefore, the understanding of the nature of this behavior contributes to the enhancement of student academic performance and learning levels. While literature finds findings on the elements that contribute to the prevalence of this behavior in the high school and university period, the number of studies that study the state of this behavior in the earlier teaching stages is limited.  This study has studied the relationship between high school students’ academic delay behavior and parents’ attitudes and control focus they perceive. Students’ academic delay behaviors have also been studied according to gender, class levels and educational levels of their parents. The participants in the study, in four different high schools, 6. (n = 169) and 7. (n = 165) and 8. (n=177) consists of 511 students continuing to classes. As high school students have increased their levels of perception of their parents’ attitude as repressive, the academic delay behavior is also increasing. As the beliefs in family relationships and their control over their achievements decrease, academic delay behaviors are increasing. Men's high school students show more academic delay behavior than girls' students. As the class level of students rises, academic delay behavior increases, and the educational level of their parents increases, their children tend to decrease academic delay.

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