مستوى التسويف الأكاديمي و علاقته بالفاعلية الذاتية عند طلبة قسم علوم التربية بجامعة الجزائر 2

Abstract EN

The study aimed to reveal the level of academic procrastination among college students, and to try to understand procrastination behavior from the perspective of the relationship that links it to self- efficacy.

The study sample consisted of 200 students from the Department of Education, University of Algiers 2, including 127 second-year core students, and 73 students who carried out their studies in second year of master's degree, their ages varied between 18 and 53 years, with an average age of 23 years and with a standard deviation of 4.

92.

In order to achieve the objectives of the study, the researcher used the academic procrastination scale of Muawiya Abu Ghazal (2012) and the general self-efficacy scale of (Sherer, & al (1982)), which was transferred to the Arabic language by Marouf Mohammed (2019 ) This study found that the level of academic procrastination varies among students, as 25.

5% of students procrastinate at a low rate, the same percentage of students procrastinate moderately and 49% of them procrastinate heavily, and the study also showed that there is no difference in the level of procrastination according to the level of education, when it was found that there were statistically significant differences in the level of general self-efficacy between the different levels of school procrastination ( low, moderate and high ), it also showed the existence of an inverse and statistically significant relationship between self-efficacy and academic procrastination.

Based on the above, the researcher recommends the need to study academic procrastination within the framework of multidisciplinary research teams, since the dimensions of academic procrastination are many and different, and its negative effects are not only reflected at the personal level, but extend beyond corporations.

The researcher also recommends the inevitability of working on the construction of programs based on the development of student self-efficacy.