The Predictive Role of Cognitive Behavioral Physical Activity on Academic Procrastination

Emirhan KAN, Muhammet Talha HAN, Cumali TEKER

Abstract


This study aims to investigate the predictive role of cognitive-behavioral physical activity on academic procrastination among university students. Structured within the framework of Social Cognitive Theory, the research was conducted using a relational survey model, a quantitative research design. The sample consists of 410 undergraduate students (234 females, 176 males; M_age = 21.12) studying at various universities in Turkey. Data were collected using the "Cognitive Behavioral Physical Activity Questionnaire" and the "Academic Procrastination Scale". Pearson correlation analysis and simple linear regression analysis with 5000 bootstrap resampling were utilized for data analysis. The findings revealed a statistically significant negative relationship between cognitive-behavioral physical activity and academic procrastination (r = -0.106, p < 0.05). According to the regression analysis results, cognitive-behavioral physical activity significantly and negatively predicts academic procrastination (R² = 0.011, β = -0.106, p < 0.05, 95% CI [-0.191, -0.009]). The results indicate that physical activity functions as a valuable component in reducing academic procrastination behavior. The study findings highlight the necessity of integrating physical activity components into student support programs and procrastination prevention interventions at universities.

Keywords: Academic Procrastination, Cognitive-Behavioral Physical Activity, Social Cognitive Theory, University Students.


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DOI: https://doi.org/10.53016/jerp.v7i1.325

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