The relationship between academic self- efficacy and academic procrastination: A meta-analysis study

The aim of this meta-analysis is to present an overall correlational effect size by bringing together primary studies that examined the relationship between academic self-efficacy and academic procrastination, sampled in Turkey. The study also attempts to identify possible reasons for the varying effect sizes between academic self-efficacy and academic procrastination. It is important because it presents both a general effect size and examines the reasons for the variability in effect sizes from the primary studies. The study extensively searched for primary data (articles, theses, conference papers) through the Google Scholar search engine and comprehensive scans of ERIC, TR Index and YOK Thesis Center. This meta-analysis study was conducted by examining the studies obtained through the search process based on inclusion criteria and including 21 primary studies that provide Pearson correlation coefficient (r) values for the relationship between academic self-efficacy and academic procrastination. In addition to the overall effect size, other statistical calculations (publication bias, study heterogeneity) were also presented. Possible moderator variables were also examined. Comprehensive Meta-Analysis (V3) software was used for the analysis. According to the findings obtained in this meta-analysis, no publication bias was found in the study. The average effect size value calculated using the random effects method was found to be moderately negative (𝑟̅=-.30). The results of the heterogeneity test conducted in the study indicated heterogeneity among the effect size values of the primary studies (Q=264.908; p<.05; df=20; I2=92.450). Among the moderator variables examined in the study, the publication year variable, female participant ratio variable, publication type variable, sample type variable and academic self-efficacy scale used variable were found to have no moderating effect on the relationship between academic self-efficacy and academic procrastination. It was observed that the academic procrastination scale variable had a moderating effect on the relationship between the two phenomena. The obtained results were discussed, and suggestions for future research were provided.