إدارة الوقت و حكمة الاختبار و بعض المتغيرات الديموجرافية كمنبئات بالتسويف الأكاديمي لدى طلاب كلية التربية

الملخص EN

The aim of this research was to identify the impact of time management, test-wiseness, gender, study level, and academic majors on the academic procrastination of students at Menia College of Education.

To achieve this aim, a time management scale, a testwiseness scale, and a scale of academic procrastination were prepared.

After applying the instruments to a sample consisting of 300 participants chosen from among the first and the fourth-year students of the scientific and the literary majors at the College of Education, and to check the availability of psychometric characteristics, they were applied to a basic sample comprising 750 participants from scientific and literary majors from the students of the same two levels.

Findings indicated that (1) The research sample has a low level of academic procrastination (2) The research sample has a high level of time management (3) The research sample has a high level of testwiseness (4) there is a statistically significant negative correlation between all time management skills and academic procrastination (5) there is a statistically significant negative correlation between testwiseness skills and academic procrastination except for the skill of guessing (6) there is no statistically significant effect of gender and major on: time management, test-wiseness and academic procrastination (7) there is a statistically significant effect of the study level on time management and academic procrastination (8) there is statistically significant effect of the interaction between gender and the study level on: time management and test-wiseness, To add, the findings showed that the execution skill as one of the time management skills is the most influential variable in the academic procrastination with a percentage of 20.7%, followed by guessing as one of the skills of test-wiseness with an impact of 4.1% followed by the skill of preparing for the test as one of the skills of test-wiseness with a percentage of 2.9% followed by the study level with a percentage of 0.4%.

In light of the research findings, a set of recommendations were drawn.