An examination of academic procrastination among undergraduate psychology students in relation to various variables

The purpose of this thesis is to examine academic procrastination among undergraduate psychology students in relation to various variables. Data were collected from 367 students enrolled in universities located in the cities of Mersin and Trabzon through Google Forms. The instruments used included a Demographic Information Form, the Tuckman Academic Procrastination Scale, the Cognitive Flexibility Inventory, the Brief Psychological Resilience Scale, and the Multidimensional Brief Self-Control Scale. Multiple linear regression analysis was conducted to investigate the effects of psychological resilience, self-control, and cognitive flexibility (the alternatives and control subdimensions) on academic procrastination behavior. The results indicated that higher levels of self-control, the control subdimension of cognitive flexibility, and psychological resilience were significantly associated with lower levels of academic procrastination. In contrast, the alternatives subdimension of cognitive flexibility did not have a statistically significant effect on academic procrastination. Additionally, significant differences in academic procrastination were observed among students with varying levels of academic achievement. However, no statistically significant differences were found between demographic variables such as gender, age, grade level, and housing type and academic procrastination behavior. These findings underscore the importance of interventions aimed at enhancing psychological resilience, self-control, and cognitive flexibility to reduce academic procrastination among university students.