The relationship between academic procrastination and students’ burnout

Abstract

In this study, the relationships between academic procrastination, students' burnout and academic achievement are investigated. The participants comprised 323 students who were enrolled in the different major fields at the Faculty of Education in the Pamukkale University. The ages of respondents varied from 17 to 31. In this study, Aitken Procrastination Inventory, Maslach Burnout Inventory-Student Survey and Personal Information Form were used to gather data. Results from correlation analyses show that the emotional exhaustion, cynicism, and reduced academic efficacy dimensions of students' burnout were positively related with academic procrastination. The regression analyses revealed that academic procrastination can statistically predict emotional exhaustion, cynicism, and reduced academic efficacy dimensions of student burnout score. The results also showed that reported academic achievement was significantly and negatively correlated with academic procrastination, emotional exhaustion, cynicism, and reduced academic efficacy dimensions of student burnout; and reported academic achievement is significantly predicted by academic procrastination and reduced academic efficacy of burnout. Implications of these findings are discussed for educator and psychological counselor.