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Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model

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Abstract

The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course. Students responded to questionnaires assessing their levels of (a) academic procrastination, (b) academic rational/irrational beliefs, and (c) time preferences to study for exams and demographic information sheet. In general, the results showed that rational academic beliefs have a direct impact on academic procrastination and time preferences to study for exams. Academic rational beliefs also have an impact on academic achievement indirectly by mediation of academic procrastination and time preferences to study for exams. The results also showed that academic procrastination has an impact on academic achievement both directly and by mediation of time preferences to study for exams. This study suggested that there is a relation between academic procrastination and rational academic beliefs, which should be addressed further in counseling intervention. Knowledge about the role of irrational academic beliefs and their relations with academic procrastination may assist school/ college counselors to develop interventions for students that suffer from delaying behaviors that negatively affect academic success.

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Author information

Authors and Affiliations

  1. Department of Psychological Counseling and Guidance, Faculty of Education, Pamukkale University, Kinikli, 20070, Denizli, Turkey

    Murat Balkis & Erdinc Duru

  2. Department of Pre-school Education, Faculty of Education, Pamukkale University, Kinikli, 20070, Denizli, Turkey

    Mustafa Bulus

Authors
  1. Murat Balkis
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  2. Erdinc Duru
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  3. Mustafa Bulus
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Corresponding author

Correspondence to Murat Balkis.

Additional information

Murat Balkis. Department of Psychological Counseling and Guidance, Faculty of Education, Pamukkale University, Kinikli, 20070 Denizli, Turkey. E-mail: mbalkis@pau.edu.tr

Current themes of research:

Academic procrastination. Academic satisfaction. Academic achievement.

Most relevant publications in the field of Psychology of Education:

Balkis, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Eurasian Journal of Educational Research, 45, 1–16.

Balkis, M. & Duru, E. (2009). Prevalence of academic procrastination behavior among pre-service teachers, and its relationships with demographics and individual preferences. Journal of Theory and Practice in Education, 5(1), 18–32.

Buluş, M. Duru, E., Balkıs, M. ve Duru, S. (2011). The role of learning strategies and individual characteristics in predicting academic achievement in prospective Teachers. Education and Science, 36(161), 186–198.

Erdinc Duru. Department of Psychological Counseling and Guidance, Faculty of Education, Pamukkale University, Kinikli, 20070 Denizli, Turkey.

Current themes of research:

Academic procrastination. Adjustment to college. Loneliness. Social connectedness.

Most relevant publications in the field of Psychology of Education:

Duru, E. and Poyrazli, S. (2011). Perceived discrimination, social connectedness, and other predictors of adjustment difficulties among Turkish international students. International Journal of Psychology. doi:10.1080/00207594.2011.585158

Balkis, M. & Duru, E. (2009). Prevalence of academic procrastination behavior among pre-service teachers, and its relationships with demographics and individual preferences. Journal of Theory and Practice in Education, 5(1), 18–32.

Yaylı, D., & Duru, E. (2008). The adaptation of the Reader Self-Perception Scale to the 4th and 5th grade Turkish students. Eurasian Journal of Educational Research, 33, 193–210.

Mustafa Bulus. Department of Pre-school Education, Faculty of Education, Pamukkale University, Kinikli, 20070 Denizli, Turkey.

Current themes of research:

Academic achievement. Learning strategies. Thinking styles. Goal orientation.

Most relevant publications in the field of Psychology of Education:

Buluş, M. (2011). Goal orientations, locus of control and academic achievement in prospective teachers: an individual differences perspective. Educational Sciences: Theory and Practice, 11(2), 529–546.

Buluş, M. Duru, E., Balkıs, M. ve Duru, S. (2011). The role of learning strategies and individual characteristics in predicting academic achievement in prospective teachers. Education and Science, 36(161), 186–198.

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Balkis, M., Duru, E. & Bulus, M. Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model. Eur J Psychol Educ 28, 825–839 (2013). https://doi.org/10.1007/s10212-012-0142-5

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