Investigating the Relationship between Academic Procrastination Behaviors and Self-efficacy Levels of Formation Students

In this study, it is examined that whether there is a relation between academic procrastination behaviors and academic self-efficacy levels of formation teacher candidates, whether there are meaningful differences according to sex and departments, in terms of both of two variance. In this study, for determine the descriptive relation between formation teacher candidates' academic procrastination behaviors and academic self-efficacy levels, relational survey model is used. Academic Procrastination Scale which is developed by ？ak？c？ (2003) and, Academic Self-efficacy Scale which is adapted to Turkish by Y？lmaz, Gür？ay and Ekici (2007) are used as data collection tools in this study. According to the finding of this research, male formation teacher candidates have more academic procrastination behaviors than the female formation teacher candidates have. Beside that,it is understood that the level of academic self-efficacy levels of male formation teacher candidates is higher in comparison with the female formation teacher candidates. In the study, there is no meaningful difference in the formation teacher candidate academic self-efficacy levels according to the departments they’ve studied. According to the research finding, there is a negative, low-level meaningful relation between the academic procrastination points of teacher candidates and their academic self-efficacy levels