EXAMINING THE ACADEMIC PROCRASTINATION AND ALIENATION LEVELS OF PRE-SERVICE TEACHERS

Abstract

The aim of this study is to examine pre-service teachers’ academic procrastination and student alienation behaviours. This study has been conducted using a quantitative type cross-sectional survey method. The sample group consists of 623 pre-service teachers enrolled in the faculty of education in a state university during the academic year, 2019-2020. The quantitative data of the study has been collected through “Information Form, “Academic Procrastination Scale” and “Student Alienation Scale”. Descriptive statistics have been presented in the data analysis section and parametric tests have been utilised as the data is normally distributed. Independent samples T-test, one-way analysis of variance, Pearson correlation coefficient and linear regression analyses have been performed in the study. As a result of these analyses, pre-service teachers’ academic procrastination behaviours have been found to be associated with their mother education status and academic self esteem while their alienation behaviours have been found to be associated with their father education status and academic self esteem. The study has established a moderate positive relationship between pre-service teachers’ academic procrastination and alienation behaviours and it shows that student alienation correlation is a significant predictor of academic procrastination tendencies