Effects of Dysfunctional Attitudes and Depression on Academic Procrastination: Does Self-Esteem Have a Mediating Role

Abstract

The aim of this study is to test a theoretical model developed in relation to the mediating role of self-esteem in the relationship between academic procrastination behaviour, dysfunctional attitudes and depression. The research group comprised 615 females (71.3%), 242 males (28.1%) and 5 (0.6%) undergraduate students who did not specify their gender. The participants were attending a state university located in the northern region of Turkey. In order to collect data, Personal Information Form, Academic Procrastination Scale, Dysfunctional Attitudes Scale, Beck Depression Inventory and Rosenberg Self-Esteem Inventory were used. The results of the study suggest that dysfunctional attitudes, depression and self-esteem significantly affect academic procrastination. In light of these findings, the results are discussed and recommendations are proposed for workers and future researchers in this field.