It was aimed in this study to reveal the reasons of physical education teacher candidates' for procrastination and their levels of academic procrastination. A mixed-method design was used in the study. 664 students participated in the quantitative part of the study, while 307 students participated in the qualitative part. In the research, semi-structured interview form was used as a qualitative data collection tool and Academic Procrastination Scale (APS) was used as a quantitative data collection tool. In addition, a personal information form was created to obtain the information of the participants. Reasons for academic procrastination were asked in analyzing the qualitative data, and the answers were subjected to content analysis. T-test, ANOVA, and post hoc test statistics (Tukey HSD) were performed in the analysis of the quantitative data which showed normal distribution. It was determined in the study that reasons for leaving academic duties and responsibilities to the last minute stemmed from factors related to individuals themselves, educational elements, and the environment. The participants' procrastination, effective use of time, and total APS scores were determined to be at the medium level, effective use of time and total APS scores of the male students were determined to be higher than the average of female students' scores, and the procrastination, effective use of time, and total APS scores of those who perceived their grade point average as low were determined to be higher. The findings of the study show that the participants sometimes left their school-related assignments to the last minute; however, they still sometimes fulfilled their academic duties and responsibilities regularly.
Academic procrastination, physical education, physical education teacher, academic duties and responsibilities