The relationship between adolescents' usage of media and technology and academic procrastination behavior and academic achievement

The aim of this study is to investigate the relationship between adolescents' usage media and technology tools with academic procrastination behavior and academic achievement. In the scope of the research, it was investigated the relationship between the use of media and technology and academic, the relationship between academic achievement and the academic effect of academic procrastination on academic achievement. The research's theoretical framework is based on Time Displacement Theory. According to this theory, adolecens have limited time and the time they spend in one area decreases as they spend on other areas. The hypotheses established within this scope and have been tested. The research was conducted with quantitative research method and modeled using a relational survey model. The research sample consists of 1278 students, selected through the easily accessible sampling method, and studying in 6 middle and 5 high schools during the 2017-2018 educational year in Elazığ and Tunceli provinces. The data was gathered by applying "The Personal Information Form", "Media and Technology Usage Scale" and "Academic Procrastination Scale". It was ensured that these methods and scales were applied under the supervision of researcher, and in the classrooms where the students are enrolled. Necessary explanations were made by researcher beforehand, and the application lasted about 30 minutes. The obtained data were analyzed via the "SPSS 25.0" program on the computer and the significance was tested at 0.05 level. Other significance levels were also specified and the findings were presented in tabular form in line with the objectives of the study. As a result, it is found that there is significant difference between the female and male attendents' media and technology usage and a significant difference in terms of grade level. There is statistically significant negatively relationship between the research attendents' media and tecnology usage, and academic achievement. In addition, it is concluded that academic achievement decreases with increasing daily average internet connection time. It is also concluded that attendents' media and technology usage is a predictor of their academic procrastination behaviors; and it was determined that academic procrastination behavior is a predictor of academic achievement of adolescents. In sum, the use of media and technology adversely affects academic achievement by mediating academic procrastination.