Effects of dysfunctional attitudes and depression on academic procrastination: does self-esteem have a mediating role?

ABSTRACT

The aim of this study was to test a theoretical model of the mediating role of self-esteem in the relationship between academic procrastination behaviour, dysfunctional attitudes and depression. The sample comprised 615 female (71.3%), 242 male (28.1%) and 5 undergraduate students who did not specify their gender (0.6%), who were attending a state university located in the northern region of Turkey. Data were collected using the Personal Information Form, Academic Procrastination Scale, Dysfunctional Attitudes Scale, Beck Depression Inventory and Rosenberg Self-Esteem Inventory. Dysfunctional attitudes, depression and self-esteem were found to explain academic procrastination.

KEYWORDS:

• Academic procrastination
• procrastination
• dysfunctional attitudes
• depression
• self-esteem

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Özge Kinik works as a school counsellor in Söğütlü Primary School in Trabzon, Turkey. She has been pursuing her doctoral studies in the Department of the Guidance and Psychological Counseling at Trabzon University, Turkey. Her research interests include individual and group counselling, subjective well-being, and submissive behaviour.

Hatice Odaci is Professor of Guidance and Psychological Counseling at Trabzon University, Turkey. Her research interests include counselling training, individual and group counselling supervision, problematic internet use, and attachment styles.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.