Examination of the relationship between academic self-efficacy and academic procrastination behaviors of preservice physical education and sports teachers
Department of Physical Education and Sport, Karabük University, Karabük, 78100, Türkiye
Abstract
The aim of this study is to examine the relationship between academic self-efficacy and academic procrastination behaviors in pre-service physical education and sports teachers. Data were collected from 240 preservice physical education and sports teachers (100 women, 140 men) using a correlational survey model. The Academic Self Efficacy Scale and the Academic Procrastination Scale were used as data collection instruments. Data were analyzed using independent samples t-test, one-way ANOVA, and Pearson correlation analysis tests. The findings revealed that participants were at a moderate level in both academic self-efficacy and academic procrastination. No significant difference was observed in either scales according to gender or class level. However, a significant difference was found in the cognitive applications sub-dimension of academic self-efficacy in favor of physical education and sports teaching students. In addition, students who participated in sports (both team and individual) showed higher scores in the social status sub-dimension of academic self-efficacy compared to those who did not participate in sports. The findings revealed that as the level of academic self-efficacy increased, academic procrastination behavior decreased. Thus, the study shows that students’ beliefs about their own academic capacity play a decisive role in their tendency to complete tasks on time. Therefore, it can be concluded that educational interventions aimed at reducing procrastination should focus on strengthening students’ academic self-efficacy levels.
Keywords
Academic procrastination,academic self-efficacy,pre-service physical education and sports teacher
How to Cite
Gulunay, Y. I. (2026). Examination of the relationship between academic self-efficacy and academic procrastination behaviors of preservice physical education and sports teachers. International Journal of Eurasia Social Sciences, 17(63), 278–288. https://doi.org/10.70736/ijoess.2095
📄Akdemir, T. N. (2013). To investigate the relationship between the attitudes of secondary school students towards Facebook and tendencies towards academic procrastination and academic achievement. (Publication No. 349965) [Master thesis, Marmara University, Institute of Educational Sciences], İstanbul.
📄Alemdağ, C., Öncü, E., & Yılmaz, A. K. (2014). Pre-service physical education teachers’ academic motivation and academic self-efficacy. Hacettepe Journal of Sport Sciences, 25(1), 23-35.
📄AlQudah, M. F., Alsubhien, A. M., & Heilat, M. Q. (2014). The relationship between the academic procrastination and self-efficacy among sample of King Saud University students. Journal of Education and Practice, 5(16), 101-111.
📄Altun, M. (2019). Examination of general self-efficacy of students studying in physical education and sports college and students studying in other faculties. (Publication No. 534176) [Master thesis, Bartın University, Institute of Social Sciences], Bartın.
📄Arias-Chávez, D., Ramos-Quispe, T., Villalba-Condori, K. O., & Cangalaya-Sevillano, L. M. L. M. (2020). Self-efficacy and academic procrastination: A study conducted in university students of Metropolitan Lima. International Journal of Innovation, Creativity and Change, 11(10), 374-390.
📄Atalay, İ. (2024). Examining the relationship between exam anxiety and motivation levels and academic procrastination behaviors of university students. (Publication No. 862181) [Master thesis, İstanbul Topkapı University, Institute of Postgraduate Education], İstanbul.
📄Baltacı, A. (2018). A conceptual review of sampling methods and sample size problems in qualitative research. Journal of Bitlis Eren University Institute of Social Sciences, 7(1), 231-274.
📄Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
📄Batool, S. S., Khursheed, S., & Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan Journal of Psychological Research, 32(1), 195.
📄Bhatt, T. (2023). Understanding The Factors Influencing Academic Procrastination: A Comprehensive Review. Journal of Namibian Studies, 33.
📄Bircan, Ö., Ak, B., & Irmak, B. (2025). Hemşirelik öğrencilerinin akademik öz yeterlilik, klinik karar verme düzeyi ve klinik uygulamalara yönelik tutumları. Sağlık ve Hemşirelik Yönetimi Dergisi. 12(1), 117-129. [Crossref]
📄Biricik, Y. S., & Belli, E. (2016). The study of academic self-efficacy of the students studying in the departments of physical education and sport. Turkish Journal of Sport and Exercise, 18(3), 60-66.
📄Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi. [Crossref]
📄Byrne, B. M. (2016). Structural equation modeling with AMOS. New York: Routledge
📄Demir, G. T. (2022). Reasons for leaving academic duties and responsibilities to the last minute and the level of academic procrastination: A case of physical education teachers. International Journal of Eurasian Education and Culture, 7(17), 897-932. [Crossref]
📄Demir, G. T., Halıcı, A., & Ötkan, C. Ç. (2017). Examination of burnout levels and academic procrastination of university students. In SHS Web of Conferences (Vol. 37, p. 01042). EDP Sciences. [Crossref]
📄Durmazer, F. (2024). Investigation of the effect between personality traits, academic procrastination and metacognitive reading strategies of students studying in different faculties (Publication No. 882235) [Master thesis, Bingöl University, Institute of Health Sciences], Bingöl.
📄Ekici, G. (2012). Akademik Öz-Yeterlik Ölçeği: Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43(43).
📄Ermiş, E. (2019). Analysis of Academic Self-Efficacy Levels of University Students Doing Sport Regularly and Those Not Doing Sport Regularly. Asian Journal of Education and Training, 5(2), 324-328. [Crossref]
📄Ertürk, S. (1984). Eğitimde program geliştirme. Ankara: Yelkentepe.
📄Gravetter, F. J., Wallnau, L. B., Forzano, L. A. B., & Witnauer, J. E. (2021). Essentials of statistics for the behavioral sciences (p. 648). Boston, MA, USA: Cengage.
📄Gui, Y. (2019). Relationship between academic self-efficacy and academic procrastination of art college student. 2019 9th International Conference on Social Science and Education Research.
📄Gürbüz, S. (2021). Sosyal bilimlerde aracı, düzenleyici ve durumsal etki analizleri. Ankara: Seçkin
📄Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E., & Tatham, R.L. (2006). Multivariate data analysis. Pearson University Press.
📄Işık, G. B. (2019). The examination of the psychological resilience and academic postponement status of sports sciences faculty students. (Publication No. 554410) [Master thesis, Mediterranean University, Institute of Health Sciences], Antalya.
📄Kılıç, S. K., & Öncü, E. (2014). Beden eğitimi ve spor yüksekokulu öğrencilerinin bilişötesi öğrenme stratejileri ve akademik öz-yeterlikleri. Spor ve Performans Araştırmaları Dergisi, 5(2), 13-22. [Crossref]
📄Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741. [Crossref]
📄Kline, R.B. (2016). Principles and Practice of Structural Equation Modeling. Guilford.
📄Koçak, Ç. V., & Canli, U. (2019). Investigation of Academic Self-Efficacy of University Students in the Sports Area. Asian Journal of Education and Training, 5(1), 56-62. [Crossref]
📄Laçin, B., G., D. (2024). Okul psikolojik danışmanların öz yetkinlik inançları ve öğrencilerin akademik motivasyon üzerine bir literatür taraması. Uluslararası Psiko-Sosyal Eğitim Araştırmaları Dergisi, 4(7), 227-238.
📄Lai, C. S., Badayai, A. R., Chandrasekaran, K., Lee, S. Y., & Kulasingam, R. (2015). An exploratory study on personality traits and procrastination among university students. American Journal of Applied Psychology, 4(3), 21-26. [Crossref]
📄Lopez-Garrido, G. (2025). Bandura’s self-efficacy theory of motivation in psychology. Simply Psychology, 10(1).
📄Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications. [Crossref]
📄Ministry of Education. (2017). General competencies for teaching profession. Ankara: MEB.
📄Ocak, G., & Bulut, R. (2015). Akademik erteleme davranışı ölçeği: Geçerlilik ve güvenirlilik çalışması. International Journal of Social Sciences and Education Research, 1(2), 709-726.
📄Orhan, E. (2019). Investigation of the self-efficacy of the prospective physical education and sports teachers who received teaching principles and methods course. (Publication No. 572834) [Master thesis, Fırat University, Institute of Health Sciences], Elazığ.
📄Owen, S. V., & Froman, R. D. (1988). Development of a College Academic Self-Efficacy Scale. Paper presented in annual meeting of the national council on measurement in education. New Orleans. LA.
📄Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241-257. [Crossref]
📄Özer, Z., & Yetkin, R. (2018). Walking through different paths: Academic self-efficacy beliefs and academic procrastination behaviors of pre-service teachers. Journal of Language and Linguistic Studies, 14(2), 89-99.
📄Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578. [Crossref]
📄Patrzek, J., Sattler, S., van Veen, F., Grunschel, C., & Fries, S. (2015). Investigating the effect of academic procrastination on the frequency and variety of academic misconduct: A panel study. Studies in Higher Education, 40(6), 1014-1029. [Crossref]
📄Putra, N. A., & Soetjiningsih, C. H. (2023). Exploring the Relationship between Self-Efficacy and Academic Procrastination: A Study among Psychology Students. Bulletin of Counseling and Psychotherapy, 5(3), 261-269. [Crossref]
📄Rad, H. F., Bordbar, S., Bahmaei, J., Vejdani, M., & Yusefi, A. R. (2025). Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties. Scientific Reports, 15(1), 3003. [Crossref]
📄Sanlav, R., Bulgurcuoğlu, A. N., & Tazegül, Ü. (2022). The Determination of the Relationship Between Academic Procrastination and Attitudes Towards Sports of University Students Studying Sports Science. Mental, 768, 17. [Crossref]
📄Şeker, S. S. (2017). Müzik eğitimi bölümü öğretmen adaylarının akademik güdülenme ve akademik öz-yeterlik düzeylerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1465-1484. [Crossref]
📄Şirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research and Reviews, 6(5), 447.
📄Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65. [Crossref]
📄Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics. Pearson.
📄Tamcan, E. (2024). An investigation of the relationship between self-regulated learning skills, academic procrastination levels and achievement in individual instrument class of prospective music teachers: The case of Dokuz Eylül University. (Publication No. 893387) [Master thesis, Dokuz Eylül University, Institute of Education Sciences], Izmir.
📄Tekeli, Ş. C. (2017). Comparison of social appearance anxiety and academic self-efficacy levels of students studying in different departments of physical education and sports teaching and other faculty. (Publication No. 470976) [Master thesis, Bartın University, Institute of Education Sciences], Bartın.
📄Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23(6), 944-956. [Crossref]
📄Ulfiani Rahman, I. (2021). Academic procrastination in terms of student self-concept and self-efficacy. Psychology and Education Journal, 58(1), 5337-5347. [Crossref]
📄Ünlü, H., & Kalemoğlu, Y. (2011). Academic self-efficacy of Turkish physical education and sport school students. Journal of Human Kinetics, 27(1), 190-203. [Crossref]
📄Ünver, F., & Kılıç, R. (2025). Akademik Özgüven Matematik Başarısını Ne Kadar Etkiliyor?. Yaşadıkça Eğitim, 39(1), 178-191. [Crossref]
📄Utaminingsih, E. S., & Hermasari, B. K. (2024). Association Between Self-Efficacy and Academic Procrastination Midwifery Students. Research and Development Journal of Education, 10(2), 1189-1199. [Crossref]
📄Yıldız, M., Şenel, E., & Şahan, H. (2015). The relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy: Study in department of physical education and sport teacher education. International Journal of Human Sciences, 12(2), 1273-1278. [Crossref]
📄You, J. W. (2015). Examining the effect of academic procrastination on achievement using LMS data in e-learning. Journal of Educational Technology & Society, 18(3), 64-74. https://www.jstor.org/stable/jeductechsoci.18.3.64
📄Zimmermann, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. [Crossref]
