The Role of General and Performance Self Esteem In Relation Academic Procrastination and Academic Achievement

Abstract

In this study, mediator role of general and performance self esteem were investigated in relation to the academic procrastination and reported academic achievement. The participants were 323 students who study different major fields at the Faculty of Education in Pamukkale University. Age range varied from 17 to 31. In this study, Aitken Procrastination Inventory, Rosenberg Self Esteem Inventory, Performance Self Esteem Subscale of State Self Esteem Scale and Personal Information Sheet were used to gather data. Results showed that general and performance self esteems had partial mediating effect in relation to the academic procrastination and reported academic achievement. In other words, the relation between academic procrastination and academic achievement was increased or decreased as to level of general and performance self esteem. Implications of these findings are discussed in detail.