Examining the relationship between academic procrastination and instructional opposition levels of secondery scholl students (A sample of Afyonkarahisar)

This study aimed to determine the relationship between secondary school students' perceptions of academic procrastination and instructional dissent. The study, which used the relational screening model, consisted of 1050 students studying at Anatolian and vocational high schools in the city center of Afyonkarahisar. A simple random sampling method, one of the random sampling methods, was used to select participants. The "Academic Procrastination Scale" and the "Instructional Dissent Scale" were used as data collection tools in the study. As a result of the study, it was found that the scores obtained from the Academic Procrastination Scale, applied to measure students' academic procrastination behaviors, had significant differences according to the variables of gender, grade level, school type, mother's education status, father's education status, and place of residence. The scores obtained from the Instructional Dissent Scale, applied to measure students' perceptions of instructional dissent, were found to have significant differences according to the variables of gender, grade level, school type, mother's education status, father's education status, and place of residence. It was concluded that there was a positive, moderate relationship between academic procrastination and instructional dissent. Additionally, it was determined that secondary school students' instructional opposition scores significantly predicted their academic procrastination scores.