Academic procrastination behavior in nursing students: The role of academic empowerment, academic self-efficacy and academic loading styles

The purpose of this study, is to examine the extend to which the academic motivation the academic uploading styles and the academic self- efficacy belief how predicts the academic procrastination behavior in nursing students.The study universe constitutes 747 nursing students at Gaziantep University Health Sciences Faculty. The size of the sample is determined to be 476 the formula applied if the number of the universe is known. The sample was determined by stratification and sampling method and the number of samples and the students were determined in proportion to the weight of each layer, each class layer after it was accepted. In this study, "İntroductory Characteristics Form", "Deferred Behaviour Evaluation Scale- Student Form", "Academic Achievement Scale", fivemeasuring instruments were used to be "Academik Self- Efficancy Scale" and "Academik Loading Style Scale".The data were evaluated in the SPSS 22 programme. Students' academic procrastination behavior (52.2±11.6), academic self-efficacy beliefs (16.8±3.8), the level of academic motivation with a total score of (66.9±12.3), self transcendence from subscales (23.2±4.2), discovery (24.3±4.9), using information (19.3±4.8) average scores were found at a high level. Students are more pessimistic in solving the problems of the fact that they see themselves as the reason for the problems (3.6±0.8) that they face in fulfilling their academic duties and responsibilities and these causes will exist in the future (3.7±0.8) and that other areas of life will also be affected that (3.7±0.9) were considered to have been determined. A meaningful relationship was detected in the negative direction with the academic procrastination behavior; between academic uploading styles in the positive direction meaningless (r= .017), academic motivation (r = -.128) and academic self-efficacy (r = -.151). A meaningful relationship was determined between academic uploading styles, motivation in the negative direction (r= .050) and self-efficacy in the positive direction (r= .311). Our regression model with meaningfulness (F=4.898, p=0.002), in the negative meaning of the academic procrastination behavior (t=-.571, p=0.010) and the strongest predictor and variable is the academic self-sufficiency that explains of 12.3%. The second variable that predicts the academic procrastination behavior is the academic motivation and explains of 9% as (t=-.891, p=0.050) meaningfully in the negative direction.