Abstract

The aim of this study is to examine the mediating role of self-compassion in the relationship between perfectionism and academic procrastination in teacher candidates. Structural equation modeling, one of the quantitative research methods, was used in the study. The participants of the study consisted of a total of 478 teacher candidates, 328 female and 150 male, between the ages of 18-41. Personal Information Form, Aitken Procrastination Inventory, Frost Multidimensional Perfectionism Scale and Self-Compassion Scale were used as data collection tools in the research. According to the findings, perfectionism has a negative relationship with self-compassion, perfectionism has a positive relationship with academic procrastination, and self-compassion has a negative relationship with academic procrastination. As a result of the Bootstrap analysis for the significance of indirect effects, it was found that self-compassion had a partial mediating role in the relationship between perfectionism and academic procrastination.

Keywords

References

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