Investigation of the relationship between academic procrastination behavior and emotion regulation skills in high school students

In this research, the relationships between academic procrastination behaviors and emotion regulation skills of high school students were examined. How academic procrastination and emotion regulation skills change in terms of gender, grade level and perceived achievement status were investigated. During the 2023–2024 academic year, a total of 525 high school students participated in the study; 316 of them were female (60.2%) and 209 of them were male (39.8%). The following instruments were utilized to collect data: the Personal Information Form, the Academic Procrastination Scale and the Emotion Regulation Skills Scale. Correlational survey model was used in the study. Data were statistically analyzed with SPSS 29.0 package program. Depending on the number of variables, a one-way analysis of variance (ANOVA) or t-test was used to assess if there is a statistically significant difference based on certain student characteristics. The Pearson Moment Correlation coefficient was also used to look for a correlation between the sub-dimensions of the emotion management abilities scale and the academic procrastination level of the study participants in the sample group. In the light of the data obtained from the study, a negative correlation was found between academic procrastination and emotion regulation skills. When the differentiation of academic procrastination according to variables was examined, it was found that there was a statistically significant correlation according to gender and grade level, whereas there was no correlation according to perceived academic achievement level. However, there was no gender differentiation found when the emotion regulation skills scale's total score was analyzed according to the variables, but there was a significant gender differentiation found when the score was broken down by grade level and students' perceptions of their own accomplishment.