Walking through different paths: Academic self-efficacy beliefs and academic procrastination behaviors of pre-service teachers

Abstract

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Walking through different paths: Academic self-efficacy beliefs and academic procrastination behaviors of pre-service teachers
The present study was conducted to scrutinize the relationship between academic procrastination behaviors and academic self-efficacy beliefs of pre-service English language teachers. The study also sought to explain whether gender and grade levels of the participants have an effect on their academic procrastination behaviors and academic self-efficacy beliefs. The sample of the study consisted of (N=98) pre-service English language teachers studying at an English Language Teaching (ELT) program. The most obvious finding to emerge from this study was that there was strong negative correlation between academic self-efficacy levels and academic procrastination behaviors of participants. The research also showed that the factors such as gender and grade levels of students have no significant effect on participants’ academic procrastination behaviors. However, it was found that these factors impact academic self-efficacy beliefs of candidate teachers.
Information about Author(s)*
Author 1
Author (Last name, First name)	Özer,Zekiye
Affiliated institution (University)	Hacettepe University
Country	Turkey
Email address	[e-mail]
Department & Rank	English Language Teaching
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Yetkin, Ramazan
Affiliated institution (University)	Hacettepe University
Country	Turkey
Email address	[e-mail]
Department & Rank	English Language Teaching
Corresponding author (Yes/No)	No
Author 3
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Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
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Keywords

• academic procrastination; academic self-efficacy; ELT; pre-service teacher

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