Examining the relationship between the identity statuses of adolescents and their academic procrastination behaviours

The purpose of this study is to examine the relationship between adolescents' identity statuses and academic procrastination behaviors. The sample of the study consists of 583 high school students attending five different types of high schools in the central district of Kırşehir province during the 2024-2025 academic year. An independent samples t-test was used to test whether there was a significant difference in the levels of academic procrastination behavior according to gender in the analysis of the data obtained in the study. An ANOVA test was used to examine whether there were significant differences in the academic procrastination behavior levels of adolescents with different identity statuses according to school type and grade level. A Pearson correlation analysis was conducted to test the relationship between adolescents' identity statuses and their levels of academic procrastination behavior. The predictive effect of adolescents' identity statuses on their levels of academic procrastination behavior was tested using multiple linear regression analysis. According to the results obtained from the research, it was concluded that adolescents' levels of academic procrastination behavior did not differ according to gender and grade level, but did differ according to school type. It was found that adolescents' successful and moratorium identity statuses did not differ by gender; mortgaged and fragmented identity statuses, however, did differ by gender. It was concluded that boys have higher levels of mortgaged and fragmented identity statuses than girls. Successful and moratorium identity statuses were found to be independent of school type, whereas mortgaged and fragmented identity statuses varied according to school type. When examining the differentiation of identity statuses according to class level, no significant differences were found among students. No relationship was found between academic deferral behavior and successful identity status; however, a weak but statistically significant positive relationship was found between moratorium, mortgaged, and fragmented identity statuses. It has been determined that among identity statuses, fragmented identity status predicts academic deferral behavior.