摘要：The aim of this study was to examine the relationship between high school students’ academic procrastination behaviors, efficacy beliefs, and attitudes towards homework. This study has shown that students with low academic and/or social efficacy belief engage in more academic procrastination behavior than those with high academic and/or social efficacy belief and that students with high academic, social, and/or emotional efficacy belief have a more positive attitude towards homework than those with low academic, social, and/or emotional efficacy belief. There was no significant statistical difference in academic procrastination behavior based on low or high emotional efficacy belief. This study examines the relationship between high school students’ efficacy beliefs, academic procrastination behaviors, and their attitude towards homework in order to address the fact that in the literature there was no study on the correlation between efficacy belief and both academic procrastination and attitude towards homework.
