An investigation of the relationship between academic procrastination behaviors and achievement goal orientations of teacher candidates (Afyon Kocatepe University sample)

In this research, it was aimed to investigate the relationship between academic procrastination behaviors and achievement goal orientations of teacher candidates studying in different departments. One of the quantitative research designs, the correlational design was used in this research. 454 teacher candidates studying in different departments participated in the research. In the data collection process, the personal information form which was developed by the researcher, the "Academic Procrastination Behaviors Scale" developed by Ocak and Bulut (2015) and the "2X2 Achievement Goal Orientations Scale" developed by Akın (2006) were used. The data were analyzed through descriptive statistics (frequency, percentage, mean, standart deviation) and correlation analysis. As a result of the research, there was no significant relationship between teacher candidates' general academic procrastination and their achievement goal orientations (p> 0.05). However, it has been determined that there is a significant relationship between the general academic procrastination sub-dimensions (Irresponsibility, Perceived Quality of Academic Duty, Negative Perception Regarding Teachers, Academic Perfectionism) of teacher candidates and their general achievement goal orientation sub-dimensions (Learning Approach, Learning Avoidance, Performance Approach, Performance Avoidance) (p<0.05). It was observed that there was a negative significant relationship between academic procrastination behaviors and achievement orientations of female teacher candidates participating in the research (p <0.05), whereas there was no significant relationship between academic procrastination and achievement orientations of male teacher candidates participating in the research (p> 0.05). When looking at the relationship between general academic procrastination and achievement orientations in terms of grade level, it was seen that there was a low-level negative relationship between the general academic procrastination behaviors of first grade students and their achievement goal orientations (p <0.05). Despite this, there was no significant relationship between the academic procrastination behaviors of the teacher candidates and their achievement goal orientations in terms of general academic grade point average and department variables (p> 0.05).