The Relationship between Academic Procrastination Behaviors and Cognitive Awareness Levels of Prospective Teachers

Abstract

Academic procrastination is an irrational delay of effective achievement of learning duties. Academic procrastination is a matter of learners in all levels, especially in undergraduate levels. A close relationship is thought to exist between academic procrastination behaviors of learners and their cognitive awareness. Determining the level of cognitive awareness and procrastination of the teacher candidates will contribute to the training of more qualified candidates. This study aims to examine the relationship between academic procrastination behaviors and cognitive awareness levels of prospective teachers. The study was prepared with a quantitative approach. The study uses “academic procrastination scale” and “cognitive awareness scale” as data acquisition tools. Data analysis is made via SPSS package statistical program and t-test, ANOVA, correlation and regression analyzes were used in parallel with the research problem. According to study findings, prospective teachers show academic procrastination behaviors at “medium” level and
male prospective teachers tend to show academic procrastination behaviors significantly more than female prospective teachers. In addition, while cognitive awareness levels of prospective teachers are determined as “high” awareness level, female prospective teachers are observed to have more of this awareness. Cognitive awareness levels show no difference according to departments; however it is positively significantly different on behalf of prospective teachers who willingly chose their departments compared
to the ones unwillingly having their education. A negative and low-level relationship is observed between academic procrastination and cognitive awareness. In addition, regression analysis conducted in the present study finds that cognitive awareness can be regarded as a variable predicting academic procrastination. In conclusion, the higher cognitive awareness levels of prospective teachers are, the less they show academic procrastination behaviors.