The relationship between academic procrastination, academic motivation and time management: The example of preservice physical education teachers

Introduction and Purpose: The aim of this study was to examine the academic procrastination, academic motivation and time management levels of pre-service physical education teachers according to some variables and to determine the relationship between them. Materials and Methods: This research was designed in relational research model within the framework of quantitative research approach. A sample of 480 (169 female, 311 male) pre-service physical education teachers provided responses. The mean age of the participants was 21.75±2.47. 'Academic Motivation Scale', 'Time Management Scale' and 'Academic Procrastination Scale' were administered on the participants. Descriptive statistical methods, t-test, ANOVA, Pearson and Spearman Correlation, simple and multiple linear regression tests were used for data analysis. Findings: The academic procrastination perceptions of the participants within the scope of the study were at middle level, while their academic motivation and time management perceptions are above the moderate level. While the academic procrastination, academic motivation and time management perceptions of pre-service physical education teachers differed significantly according to the gender and evaluation of leisure time, they did not differ significantly according to the grade level and actively engage in sports. While significant relationships were found between the age and academic achievement of the participants and their perceptions of academic procrastination, academic motivation and time management, no significant relationship was found between their income status and academic procrastination, academic motivation and time management perceptions. And also, significant relationship was not found between prospective teachers' mother education levels and academic procrastination and time management, a significant relationship was found between participants' mother education levels and academic motivation. No significant relationship was found between the participants' father education status and perceptions of academic procrastination, academic motivation and time management. On the other hand, it was determined that there was a significant relationship between the participants' average daily use of technology and academic procrastination, academic motivation and time management, but there was no significant relationship with their average daily sleep time. A positive and moderately significant relationship was found between the academic motivation and time management perceptions of physical education teacher candidates. In addition, it was determined that there were negative and moderately significant relationships between the academic procrastination behaviors of the participants and their perceptions of academic motivation and time management. Finally, it was determined that academic motivation and time management were significant predictors of academic procrastination, and together they explained 19% of academic procrastination. According to the standardized regression coefficient, the relative importance of the predictor variables on academic procrastination is time management and academic motivation. Results: While academic procrastination behaviors of male pre-service physical education teachers were high, academic motivation and time management perceptions of female pre-service physical education teachers were high. Pre-service teachers' perceptions of academic procrastination, academic motivation and time management did not change according to grade level, income, father's education level, average daily sleep time, and actively engage in sports. As the age and academic achievement of the participants increased, academic procrastination behaviors decreased, while academic motivation and time management perceptions increased. While there was no relationship between mother education status and academic procrastination with time management, as the mother education status of participants increased, their perceptions of academic motivation decreased in the sub-dimensions of Self-Transcendence and Discovery. As the participants' average daily use of technological devices increased, their academic procrastination behaviors increased, while their perceptions of academic motivation and time management decreased. The academic procrastination tendencies of the participants who did not evaluate their leisure time in home (reading books, watching movies, etc.), the time management of the participants who evaluated their leisure time with sportive activities, the academic motivation of the participants who evaluated their leisure time by participating in outdoor activities, and the participants who evaluated their leisure time by participating in social activities and cultural/artistic activities both academically motivation and time management perceptions were higher. As the academic motivation levels of pre-service physical education teachers increased, their time management also increased. As the academic procrastination levels of the participants increased, their academic motivation and time management decreased. Academic motivation and time management were significant predictors of academic procrastination, and together they explained 19% of academic procrastination. Keywords: Pre-Service Physical Education Teacher, Academic Procrastination, Academic Motivation, Time Management