Analysis of academic self-efficacy, university graduation expectations and academic procrastination behaviors of the university students

The purpose of this study is to investigate the academic self-efficacy, university graduation expectations and academic procrastination perceptions of students who continue their education in higher education, in line with the problem situation of the study. As a result of the results, the aim is to determine the factors related to under- graduate students' self-efficacy levels, academic procrastination, and graduation expecta tions, and to comment on these behavioral patterns in line with the study. In this research, the relational screening model, one of the quantitative research methods, was used. The data of the research was collected online from students studying in 4-year undergraduate programs at Eskişehir Osmangazi University. Academic Self-Efficacy Scale, University Graduation Expectations Scale and Tuckman Academic Procrastination Scale and personal information form were used to collect data. There was no difference among the students' gender, class, and departments they studied. Students' academic self-efficacy is moderate, their academic procrastination is moderate, and their university graduation expectations are high. No significant difference was found in terms of academic self-efficacy, academic procrastination, and university graduation expectations levels. Negatively moderate level between academic self-efficacy and academic procrastination behavior levels; There is a low-level positive relationship between university graduation expectations. There is a low negative relationship between students' academic procrastination behavior levels and graduation expectations. There is no difference in academic self-efficacy, academic procrastination, and graduation expectations of undergraduate students in terms of gender, faculty, and class level variables. There is a negative correlation between students' academic self-efficacy and procrastination behaviors. It can be interpreted that academic procrastination behaviors may decrease by strengthening students' academic self-efficacy. In addition, the increase in university graduation expectations is partially related to the increase in academic self-efficacy and decrease in academic procrastination behaviors. It may be beneficial to carry out supportive studies in faculties and departments so that undergraduate students can study disciplined and regularly and have high academic self-efficacy, and to organize events that will help students with their career planning to create high graduation expectations. Additionally, the research topic can be diversified by using different variables regarding this subject.