<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0870-8231</journal-id>
<journal-title><![CDATA[Análise Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Aná. Psicológica]]></abbrev-journal-title>
<issn>0870-8231</issn>
<publisher>
<publisher-name><![CDATA[ISPA-Instituto Universitário]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0870-82312024000200155</article-id>
<article-id pub-id-type="doi">10.14417/ap.2061</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The role of digital addiction and self-efficacy on academic procrastination: A Turkish pre-service teachers&#8217; case]]></article-title>
<article-title xml:lang="pt"><![CDATA[O papel da dependência digital e da auto-eficácia na procrastinação académica: Um caso de professores Turcos em pré-serviço]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Börekci]]></surname>
<given-names><![CDATA[Caner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uyangör]]></surname>
<given-names><![CDATA[Nihat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Balikesir University Research Center for Information Technologies ]]></institution>
<addr-line><![CDATA[Balikesir ]]></addr-line>
<country>Turkey</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Balikesir University Necatibey Education Faculty Department of Educational Sciences]]></institution>
<addr-line><![CDATA[Balikesir ]]></addr-line>
<country>Turkey</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>155</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0870-82312024000200155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0870-82312024000200155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0870-82312024000200155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The study examined the relationships between digital addictions, academic self-efficacy, and academic procrastination among pre-service teachers. The sample included 549 pre-service teachers who participated voluntarily, with 412 females and 137 males enrolled in various disciplines. Two models were constructed to investigate these relationships. The initial model showed negative relations between addiction to digital media or tools, academic self-efficacy, and the ability to complete academic tasks on time. Conversely, higher levels of academic self-efficacy decreased academic procrastination. Academic self-efficacy was also found to partially mediate the relationship between digital addiction and academic procrastination. The second model confirmed that addiction to digital media or tools negatively related to pre-service teachers&#8217; ability to complete academic tasks on time. Similar to the first model, higher levels of academic self-efficacy were associated with lower levels of academic procrastination. As a result of the study, strategies based on literature were proposed to help pre-service teachers reduce digital addiction and enhance academic self-efficacy. It is believed that implementing these strategies will help students complete their academic tasks on time and improve their academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo examinou as relações entre as dependências digitais, a auto-eficácia académica e a procrastinação académica entre os professores em formação. A amostra incluiu 549 professores em formação que participaram voluntariamente, sendo 412 do sexo feminino e 137 do sexo masculino, inscritos em várias disciplinas. Foram construídos dois modelos para investigar estas relações. O modelo inicial mostrou relações negativas entre a dependência de meios ou ferramentas digitais, a auto-eficácia académica e a capacidade de concluir as tarefas académicas a tempo. Por outro lado, níveis mais elevados de auto-eficácia académica diminuíram a procrastinação académica. Verificou-se também que a auto-eficácia académica mediava parcialmente a relação entre a dependência digital e a procrastinação académica. O segundo modelo confirmou que a dependência de meios ou ferramentas digitais estava negativamente relacionada com a capacidade dos professores em formação para concluírem as tarefas académicas a tempo. À semelhança do primeiro modelo, níveis mais elevados de auto-eficácia académica foram associados a níveis mais baixos de procrastinação académica. Como resultado do estudo, foram propostas estratégias baseadas na literatura para ajudar os professores em formação a reduzir a dependência digital e a aumentar a auto-eficácia académica. Acredita-se que a implementação destas estratégias ajudará os estudantes a concluir as suas tarefas académicas a tempo e a melhorar o seu desempenho académico.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[Academic procrastination]]></kwd>
<kwd lng="en"><![CDATA[Academic self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Digital addiction]]></kwd>
<kwd lng="pt"><![CDATA[Professores em início de carreira]]></kwd>
<kwd lng="pt"><![CDATA[Procrastinação académica]]></kwd>
<kwd lng="pt"><![CDATA[Auto-eficácia académica]]></kwd>
<kwd lng="pt"><![CDATA[Dependência digital]]></kwd>
</kwd-group>
</article-meta>
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