Özet:

The aim of this study is to investigate the relationship between Turkish language teacher candidates' academic procrastination behaviors and academic self-efficacy. Relational screening model was used in this study. The sample of the research is constituted of 557 senior students who are candidate Turkish language teachers studying at education faculties of 13 state universities selected by Turkish Statistical Institute's regional units at 2017-2018 academic year. At the study "Personal Information Form", "Academic Procrastination Scale" and "Academic Self-Efficacy Scale" were used as data collection tools. When Turkish language teacher candidates' academic procrastination level was investigated, the average scores of irresponsibility (X =2.62), Perceived Quality of Academic Task (X =2.). 31), Negative Perception of Teachers (X =3.15), Academic Perfectionism (X =2.77) dimensions were distributed balanced and it was determined that Turkish language teacher candidates' Perceived Quality of Academic Task dimension has low level average score and the other dimensions have moderate level average score. When Turkish language teacher candidates' academic self-efficacy levels were investigated, the average scores of Cognitive Practices (X =3.21), Social Status (X =2.83), and Technical Skills (X =3.02) were at moderate level and distributed balanced. It was detected that both of the average scores obtained from Academic Procrastination Behavior Scale (X =2.61) and Academic Self-efficacy Scale (X =3.07) found to be at moderate level. As a result of the research, a low level of negative correlation was found between academic procrastination and academic self-efficacy. Whether academic self-efficacy predicted academic procrastination behavior was investigated, it was observed that all academic self-efficacy dimensions but Technical Skills were predictor of the academic procrastination.

Anahtar Kelimeler: