The Roles of Academic Procrastination Tendency on the Relationships among Self Doubt, Self Esteem and Academic Achievement

The purpose of this study was to examine the relationships among self doubt, academic procrastination, self esteem, and academic achievement and to investigate the indirect roles of academic procrastination on the relationships between self doubt-self esteem and self doubt-academic achievement within the framework of structural equation modeling. 261 students aged between 1830, and studying in different departments at Pamukkale Universtiy, Faculty of Education participated in the study. As the data collection tools, Aitken Procrastination Inventory, Rosenberg Self Esteem Inventory, Self Doubt Subscale of Subjective Overachievement Scale and Personal Information Sheet were used. Results showed that academic procrastination has partial mediating role in relation to self doubt-self esteem, and has full mediating role in relation to self doubt and academic achievement. Academic achievement has a partial mediation role in relation to academic procrastination and self esteem. Implications of these findings are discussed within the framework of literature.