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2019, Cilt 9, Sayı 1, Sayfa(lar) 043-051
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DOI: 10.5961/jhes.2019.308
Perfectionism and the Role of Hopelessness on Procrastination Behavior: A Research on University Students
Hatice ODACI1, Feridun KAYA2
1Trabzon University, Fatih Faculty of Education, Department of Educational Sciences, Trabzon, Turkey
2Bayburt University, Faculty of Education, Department of Educational Sciences, Bayburt, Turkey
Keywords: Academic procrastination, Perfectionism, Hopelessnes, University students

It appears that university students mostly procrastinate their academic tasks during their education. The high expectations that university students set for their homework, writing projects, attendance to classes, preparing for exams, etc., their worrying about making mistakes, familial expectations, criticism from their family, not being sure about what they did and their thoughts for regularity or hopelessness taking place in their future thoughts may have an effect on exhibiting procrastination behaviors. Accordingly, the aim of this study was to investigate the role of perfectionism and hopelessness on academic procrastination behaviors of university students. The study had a relational design. The sample of the study consisted of 484 university students studying at Bayburt University during the fall semester of the 2016-2017 academic year. Students’ ages ranged from 18 to 27 (M=19.96, SD=1.50), 278 of (57.4%) of the participants were female, and 206 (42.6%) were male. In order to collect data, Personal Information Form, Frost Multidimensional Perfectionism Scale, Academic Procrastination Scale, and Beck Hopelessness Scale were used. In analyzing data, Pearson’s correlation analysis and multiple linear regression analysis were used. According to the results of the current study, there was a significant positive relationship between procrastination and hopelessness (r=.24, p<.001), procrastination and family criticism (r = .20, p <.001), and procrastination and doubts about actions (r = .12, p <.01), while there was a significant negative relationship between procrastination and personal standards (r=-.15, p<.01) and between procrastination and regularity (r=-.40, p<.001). In addition, the results showed that family criticism (β=.12, p<.05), doubts about actions (β = .14, p <.05), personal standards (β=-.13, p<.05), regularity (β=-.34, p<.05), and hopelessness (β=.10, p<.05) explained 22%of the variance in academic procrastination (F(7,476) =18.95, p<.001). The results of the study showed that the dimensions of the multidimensional perfectionism and hopelessness are related to academic procrastination.

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