Examining the relationship between secondary school students' academic procrastination behaviors and constructivist learning environments

This study aims to determine the relationship between the academic procrastination behaviors of secondary school students and the level of realization of constructivist learning environment characteristics. In addition, it aims to determine the predictive power of the level of realization of constructivist learning environment characteristics on academic procrastination behaviors. The research was conducted according to the relational survey model, one of the quantitative research methods. The study data were collected with the Academic Procrastination Behavior Scale of Secondary School Students and the Constructivist Learning Environments Scale. The sample group of the study consisted of a total of 1505 6th, 7th, and 8th-grade students who were selected through stratified sampling and who were continuing their education in official/state secondary schools in Karaköprü, Haliliye, and Eyyübiye central districts of Şanlıurfa province in the 2022-2023 academic year. It was determined that the data obtained from both scales had a normal distribution. Accordingly, Pearson's product-moment correlation coefficient was calculated to examine the relationship between the scores obtained from the scales and the sub-dimensions of the scales. Simple linear regression analysis was used to solve the sub-problems related to prediction. As a result of the analysis of the data obtained, it was determined that the students who participated in the study thought that they showed academic procrastination behaviors "rarely" and the features of the constructivist learning environment were "sometimes" realized according to the data obtained from the students. As a result of the analyses made on the total scores obtained from the scales, it was determined that the relationship between the frequency level of realization of the constructivist learning environment characteristics and academic procrastination behaviors was a significant negative relationship at a moderate level. As a result of the regression analysis, it was found that the frequency level of constructivist learning environment characteristics was a significant predictor of students' academic procrastination behaviors. It was determined that the predictor (independent) variable constructivist learning environments explained 10% of students' academic procrastination behaviors. In this context, it can be said that as the level of realization of constructivist learning environment characteristics increases, the frequency level of students' academic procrastination behaviors decreases. In this context, it can be said that as the level of realization of constructivist learning environment characteristics increases, the frequency level of students' academic procrastination behaviors decreases. In addition, it was determined that there were significant negative relationships between the level of realization of constructivist learning environment features and the frequency levels of academic procrastination behavior according to the variables of gender, grade level, socio-economic level of the environment where the school is located, and duration of social media use. Keywords: Academic procrastination behaviors, constructivist learning, constructivist learning environments.