Analysis of academic self-efficacy, self-esteem and coping with stress skills predictive power on academic procrastination

The goal of this research is to analyze the predictive power level of academic self-efficacy, self-esteem and coping with stress on academic procrastination behavior. Relational screening model is used in the research whose research group is made of 374 students in Kirikkale University, Education Faculty in Turkey. Students in the research group are from different grades and demographic features. “Aitken Academic Procrastination Scale”, “Academic Self-Efficacy Scale”, “Rosenberg Self-Esteem Scale” and “Coping with Stress Scale” are used in the research. Path analysis modeling is used in the research in order to test the hypothesis models. Results indicate that, it is determined that the academic procrastination behavior of students is explained by academic self-efficacy, self-esteem and coping with stress strategies in scope of a model. It is seen that active planning, one of the coping with stress strategies explains academic procrastination on a negative and meaningful level; biochemical avoidance strategies explain on a positive and meaningful level. Research results are discussed in the light of related literature.    Keywords: Academic procrastination, academic self-efficacy, self-esteem, coping with.