THE EFFECT OF SECONDARY STUDENTS? ACADEMIC SELF SUFFICIENCY AND ACADEMIC PROCRASTINATION BEHAVIORS ON THEIR LEARNED HELPLESSNESS

Abstract

Author(s): Enver EK?NC?, R?za GKLER

The main aim of this study is to analyze predictive role of high school student’s academic self-efficacy degrees gained as a result of their life experiences and academic procrastination behaviours on their learned helplessness. This study is designed as relational survey model and carried out on 714 students educated in six different high school in the centre of Sivas. To evaluate the academic procrastination of students, “Academic Procrastination Scale”, to evaluate academic self-efficacy, “Academic Self-Efficacy Scale”; to evaluate the “Learned Helplessness Attributional Style Questionnaire” and personal information form are used. In the results of the analyzes, it is undestood that high school students’ academic self-efficacy predicted their learned helplessness in a negative way, however; their academic procrastination predicted in a positive way (R=0,29, R² = 0,08, p<.01).

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