Academic Procrastination of Physical Education and Sports School Students According to Gender: The Role of General Procrastination and Academic Self-Efficacy

The purpose of the present study was to examine the extent to which general procrastination and academic self-efficacy predicted the academic procrastination of the of physical education and sports school students according to gender. A total of 925 students aged between 18 and 27 (xage=21.56; sd=1.12), from Physical Education Teaching Department (n=338), Training Education Department (n=242), Sports Management Department (n=223) and Recreation Department (n=122) participated in the research. Four instruments, namely, ‘Personal Information Form’, ‘Academic Procrastination Scale’, ‘General Procrastination Scale’, and ‘Academic Self-Efficacy Scale’ were used in this study. Correlations analysis, multiple regression analysis and t test were used in data analysis. According to the results of the regression analysis of both female and male samples, general procrastination and academic self-efficacy of university students regress academic procrastination behaviour in a meaningful level. On the other hand, the academic procrastination behaviour mean score of male students (X=55,68) was higher than the academic procrastination behaviour mean score of female students (X=53,98). Furthermore, the general procrastination behaviour mean score of male students (X=51,49) was higher than the general procrastination behaviour mean score of female students (X=48,52). Besides, there was no significant difference in self-efficacy scores of male and female university students. Finally, the results of this study revealed that if university students have self-efficacy beliefs (may be at a low level)and less general adjourn behaviour, it can before seen that they may show less academic adjourn behaviour. Besides, it may be interpreted that male students display academic and general adjourn behaviour more than female students do