[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588129-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588129-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-case-study-on-academic-procrastination-in-efl-settings-in-turkey","A CASE STUDY ON ACADEMIC PROCRASTINATION IN EFL SETTINGS IN TURKEY","","This study investigates academic procrastination in a Turkish EFL learning context, focusing on correlations among procrastination variables and examining gender differences in this educationally important construct. Data from 213 participants (120 females, 93 males) at Muğla Sıtkı Koçman University were analyzed, with mean age 20.70 (SD=1.99). The Academic Procrastination Questionnaire showed strong reliability and validity. Results indicate Turkish students report average procrastination, while intrinsic motivation and higher self-estimated English proficiency reduce procrastination and grades in the last English exam relate negatively to it.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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on academic procrastination in Turkish EFL settings?","Question",{"text":63,"@type":64},"The study aims to examine correlations related to academic procrastination and to test gender differences within a Turkish EFL learning environment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many participants were included, and from where were they recruited?",{"text":68,"@type":64},"A total of 213 participants were recruited from Muğla Sıtkı Koçman University, including 120 females and 93 males.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors were associated with lower academic procrastination in the findings?",{"text":72,"@type":64},"Students with stronger intrinsic motivation (and less extrinsic motivation) and those who estimated their English competencies as high reported less 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\nAbstract: The purpose of this study is to determine some correlations of academic procrastination, as well as to examine gender differences in this hypothetical construct important to the learning environment (in our case, in a Turkish EFL context) . A total of 213 participants (120 females and 93 males), recruited from Muğla Sıtkı Koçman University, participated in this study. Their mean age was 20.70 (SD = 1.99) . Results revealed that the instrument (Academic Procrastination Questionnaire) applied in this research had very good reliability and validity. The other findings suggested that Turkish students from our sample had average levels of academic procrastination. In addition, students who were intrinsically (and less extrinsically) motivated and who estimated their English competencies as high (very good or excellent) did not procrastinate too much. Furthermore, academic procrastination was in a strong, negative correlation with students' grades at the last English exam. At the end of the article, the author provided some recommendations for researchers who are eager to contribute to this field of educational sciences.  \nKey words: EFL, English proficiency, academic procrastination, motivation, validation  \n1. Introduction  \nContemporary education has to go hand in hand with the global development in various areas of human activity. (Akbarov, Gönen & Aydoğan, 2018) . There are lots of factors that impact students'academic performance. Some of them are burnout (emotional exhaustion, cynism and academic inefficacy), demotivation, and lack of interest in school materials and for learning in general (Ghanizadeh and Jahedizadeh 2015) . The influence of the mentioned factors was confirmed within English as a foreign language (EFL) learning environment. Language, for better or worse, is a vital element of culture, and it is only within a cultural and social context that it comes fully alive (Akbarov & Milak, 2017) . Other influences include, for instance, personality traits, study habits, intelligence and procrastination.  \nProcrastination is a word that literally means (leaving something) ''for tomorrow''. Its three main synonyms are ''delaying'', ''postponing'', and ''putting off''. This phenomenon is linked to selfregulation issues, experiences and percepetions of an individual while trying to achieve academic, professional, life related or other (less important and less specific) goals. In fact, procrastination is a self-handicapping phenomenon that usually prevents us from completing tasks and duties within previously defined deadlines. It can be regarded as a state (e.g. postponing learning for a particular English exam) or as a personality trait (e.g. along with extraversion, neuroticism, conscientiousness, etc.) . Hence, procrastination means having trouble with personal time management. In other words, those who are not capable of organizing and scheduling their duties properly and purposefully, or completing the assigned tasks on time, are referred to as procrastinators. The special (and probably mostly researched) type of procrastination is the academic one. To say it in a simple way, this kind of procrastination is observed in the school/academic environment. Students usually report an average degree of academic procrastination (Mahasnehet et al. 2016) .  \nThis phenomenon was usually investigated in terms of sociodemographics (e.g. gender and age), personality traits (e.g. agreeableness and openness to experience), environmental stimuli (e.g.  \ndistractibility as a result of the availability of modern devices such as smartphones, computers, etc.), task characteristics (e.g. boring and unpleasant tasks that have to be completed usually enhance our levels of procrastination), and motivational factors (Rozental and Carlbring 2014) . Several previous studies suggested that males procrastinate more than females do (e.g. S","cbCaiiQOk8v1P14W","https://ap.wps.com/l/cbCaiiQOk8v1P14W","pdf",391716,"English","# Introduction\n## Study purpose and research questions\n## Context and key factors affecting academic performance\n## Definition and background of procrastination\n## Prior research on predictors and related variables","[{\"question\":\"What is the main purpose of the study on academic procrastination in Turkish EFL settings?\",\"answer\":\"The study aims to examine correlations related to academic procrastination and to test gender differences within a Turkish EFL learning environment.\"},{\"question\":\"How many participants were included, and from where were they recruited?\",\"answer\":\"A total of 213 participants were recruited from Muğla Sıtkı Koçman University, including 120 females and 93 males.\"},{\"question\":\"What factors were associated with lower academic procrastination in the findings?\",\"answer\":\"Students with stronger intrinsic motivation (and less extrinsic motivation) and those who estimated their English competencies as high reported less procrastination.\"}]","A CASE STUDY ON ACADEMIC PROCRASTINATION IN EFL SETTINGS IN TURKEY | PDF",1792064584,25]