Investigation of the relationship between academic progress behavior and their professional invisibilities and irradial belief of secondary education Z generation students

The aim of this study; is to examine the relationship between the academic procrastination behavior of generation z students in secondary education and their professional indecision, irrational beliefs and sub-dimensions about choosing a profession according to gender, grade level, school type, parental status and study duration. The data of the research were obtained from 11th and 12th grade students from high schools in the center of Adıyaman in the 2020-2021 academic year. The sample of the study consisted of 259 female students and 389 male students from high schools belonging to five different school types in the center of Adıyaman, and a total of 648 students participated. Personal information form, "Academic Procrastination Inventory", "Vocational Decision Inventory", "Irrational Beliefs Regarding Vocational Choice Scale" were used as data collection tools in the study. The validity and reliability of the data collection tools were studied and it was determined that these scales were valid and reliable. IBM SPSS 25.0 package program was used for statistical analysis of the data obtained from the research. Independent sample t test, anova, pearson correlation and regression analysis were preferred for data analysis. The results of the study are summarized below. In the study, academic procrastination did not show any difference in z generation high school students according to gender, grade level, school type, parental status, and study duration. While no significant differentiation was observed according to gender, among the sub-dimensions of the professional decision inventory, the scores of not knowing oneself enough, lack of profession and field knowledge, and external conflicts differed significantly according to the grade level. A low positive correlation was found between academic procrastination and irrational beliefs about career choice. Academic procrastination explained 0.041% of the variance of professional indecision; It was determined that the variance of irrational beliefs about career choice could explain .024%. The results of the research were discussed within the framework of the literature and suggestions were made for future research.