Investigation of the relationship between academic self-efficiency, academic procrastination and self-regulation in university students

In this study, it was aimed to examine the mediating role of self-regulation skills in the relationship between university students' academic self-efficacy beliefs and academic procrastination tendencies. The research was designed as a relational survey. The study group of the research consists of a total of 550 university students, 402 female and 148 male, studying in the 2020-2021 academic year. In order to collect research data; Personal Information Form prepared by the researcher, Academic Self-Efficacy Scale developed by Kandemir (2010),Self Regulation Scale developed by Brown, Miller and Lawendowski (1999) and adapted into Turkish by Aydın, Özer Keskin and Yel (2013) and Aitken (1982). Academic Procrastination Scale, which was developed and adapted to Turkish by Balkıs (2006), was used. SPSS 26.0 and AMOS 24.0 programs were used to analyze the data of the research. Pearson Product-Moment Correlation was performed to analyze the relationships between academic self-efficacy, self-regulation and academic procrastination variables. The mediating role of self-regulation between academic self-efficacy and academic procrastination tendencies was examined with the structural equation model. Finally, boostrap reliability ranges were calculated to evaluate the significance and effectiveness of the mediating role. According to the results of the present study, self-regulation has a full mediation role in the relationship between academic self-efficacy and academic procrastination. It has been observed that the indirect effect of academic self efficacy on academic procrastination through self regulation is significant. Keywords: Academic Self-Efficacy, Self-Regulation, Academic Procrastination, Structural Equation Model.