The Predictive Role of Cognitive Behavioral Physical Activity on AcademicProcrastination

This study aims to investigate the predictive role of cognitive-behavioral physical activity on academic procrastination amonguniversity students. Structured within the framework of SocialCognitive Theory, the research was conducted using a relationalsurvey model, a quantitative research design. The sample consists of410 undergraduate students (234 females, 176 males; M_age =21.12) studying at various universities in Turkey. Data werecollected using the "Cognitive Behavioral Physical ActivityQuestionnaire" and the "Academic Procrastination Scale". Pearsoncorrelation analysis and simple linear regression analysis with 5000bootstrap resampling were utilized for data analysis. The findingsrevealed a statistically significant negative relationship betweencognitive-behavioral physical activity and academic procrastination(r = -0.106, p < 0.05). According to the regression analysis results,cognitive-behavioral physical activity significantly and negativelypredicts academic procrastination (R² = 0.011, β = -0.106, p < 0.05,95% CI [-0.191, -0.009]). The results indicate that physical activityfunctions as a valuable component in reducing academicprocrastination behavior. The study findings highlight the necessityof integrating physical activity components into student supportprograms and procrastination prevention interventions atuniversities.