The relationship of academic procrastination and self - efficacy with anxious and depressive symptoms.

Cilj ovog istraživanja bio je ispitati odnos između akademske prokrastinacije, akademske samoefikasnosti te depresivnih i anksioznih simptoma kod studenata. U istraživanju je sudjelovalo 253 studenata Filozofskog i Građevinskog fakulteta u Osijeku, prosječne dobi 20.48 godina (SD=2.48). Korišteni su slijedeći instrumenti: Upitnik sociodemografskih podataka, Skala za procjenu prokrastinacije za studente, Subskala akademske samoefikasnosti, Skala depresivnosti Centra za epidemiološka istraživanja te Beckov inventar anksioznosti. Rezultati su pokazali da je akademska prokrastinacija statistički značajno negativno povezana s akademskom samoefikasnosti te statistički značajno pozitivno povezana s depresivnim i anksioznim simptomima. Također se pokazalo da je akademska samoefikasnost statistički značajno negativno povezana s depresivnim i anksioznim simptomima. Na kraju, pokazalo se da je akademska samoefikasnost potpuni medijator u odnosu između akademske prokrastinacije, s jedne strane, te depresivnih i anksioznih simptoma, s druge strane. Akademska prokrastinacija preko manje samoefikasnosti pridonosi većem stupnju depresivnih i anksioznih simptoma. Također, pokazalo se da su depresivni i anksiozni simptomi značajni prediktori akademske samoefikasnosti te da je akademska samoefikasnost značajan prediktor akademske prokrastinacije. Ključne riječi:The aim of this study was to examine the relationship between academic procrastination, academic self-efficacy and symptoms of depression and anxiety in college students. In this study participated 253 college students of Faculty of Humanities and Social Sciences and Faculty of Civil Engineering in Osijek, with average age of 20.48 (SD=2.48). The following instruments were used: Socio-demographic Questionnaire, Procrastination Assessment Scale – Students, Academic Self-efficacy subscale, The Center for Epidemiologic Studies Depression Scale and Beck Anxiety Inventory. The results showed statistically significant negative correlation between academic procrastination and academic self-efficacy, and statistically significant positive correlation between academic procrastination and symptoms of depression and anxiety. It has also been shown that academic self-efficacy is significantly negatively associated with depression and anxiety symptoms. Finally, it has been established that academic self-efficacy completely mediated the relationship between academic procrastination, on one hand, and symptoms of depression and anxiety, on the other hand. Academic procrastination through lower self-efficacy contributes to a greater degree of depression and anxiety symptoms. In addition, it has been shown that depression and anxiety symptoms are significant predictors of academic self-efficacy and also that academic self-efficacy is a significant predictor of academic procrastination