Research Article
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Year 2020, Volume: 7 Issue: 1, 253 - 266, 15.06.2020
https://doi.org/10.33200/ijcer.731976

Abstract

References

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık
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  • Aydoğan, D. & Özbay, Y. (2012). Akademik erteleme davranışının benlik saygısı, durumluluk kaygı, özyeterlik açısından açıklanabilirliğinin incelenmesi [Explanation of academic procrastination from self-esteem, state anxiety, self-efficacy].Pegem Eğitim ve Öğretim Dergisi, 2 (3), 1-9.
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  • Balcı, A. (2013). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler [Research in social sciences: Methods, techniques and principles]. Ankara: Pegem A.
  • Balkıs, M. (2013). Akademik erteleme eğilimi ve öğrencilerin tükenmişlik duygusu arasındaki ilişki [The relationship between academic procrastination and students’ burnout]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28 (1), 68-78.
  • Baltacı, A. (2017). Erteleme davranışı eğilimi ve beş faktörlü kişilik özellikleri arasındaki ilişkiler: okul yöneticileri üzerine bir araştırma [The relations between procrastination behavior tendency and big-five personality traits: A survey on school administrators]. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 3(1), 56-80.
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  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
  • Bryne, B. M. (1998). Structural equation modeling with lisrel, prelis and simlis: Basic concepts, applications and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cohen, L. Manion. L., & Morrison, K.(2007). Research methods in education. New York, NY: Routledge
  • Çakıcı, D. (2003). Lise ve üniversite öğrencilerinde genel ertleme ve akademik erteleme davranışının incelenmesi [An examination of the general procrastination behavior and academic procrastination behavior in high-school and university students]. (Unpublished master thesis). Ankara University, Ankara.
  • Çakır, S., Akça, F., Kodaz, A. F., & Tulgarer, S. (2014). The Survey of Academic Procrastionation on High School Students with in Terms of School Burn-out and Learning Styles. Procedia - Social and Behavioral Sciences, 114, 654 – 662.
  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı [Use of confirmatory factor analysis in validity adn reliability analysis]. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 17 (3), 196-205.
  • Çekiç, A., Türk, F., Buğa, A., & Hamamcı, Z. (2018). Alabama ebeveyn davranışları ölçeğinin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması. [Adaptation of the Alabama parenting questionnaire into Turkish: validity and reliability study]. Elektronik sosyal bilimler dergisi, 17(66), 728-743.
  • Çelik, Ç. & Odacı, H. (2015). Akademik erteleme davranışının bazı kişisel ve psikolojik değişkenlere göre açıklanması [Explanation of academic procrastianation by some personal and psychological variables].Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(3), 31-47.
  • Çeri, B., Çavuşoğlu, C., & Gürol, M. (2015). Üniversite öğrencilerinin akademik erteleme düzeylerinin incelenmesi [An examination of university students’ academic procrastination levels]. International Journal of Social Sciences, 34, 385-394.
  • Çıkrıkçı, Ö. (2016). Academic procrastination: the role of metacognitive awareness and educational stress. Akdeniz Eğitim Araştırmaları Dergisi, 19, 39-52.
  • Doğan, T., Kürüm, A., & Kazak, M. (2017). Kişilik özelliklerinin erteleme davranışını yordayıcılığı [Predictability of personality traits on the procrastination behavior]. Başkent University Journal Of Education, 1(1), 1-8.
  • Ekinci, E., & Gökler, R. (2017). Ortaöğretim öğrencilerinin akademik özyeterliklerinin ve akademik erteleme davranışlarının öğrenilmiş çaresizlikleri üzerine etkisi [The effect of secondary students’ academic self sufficiency and academic procrastination behaviors on their learned helplessness]. Journal of International Social Research, 10(50). 378-385.
  • Elmer, D. (2001). Wasted time or informed delay? Academic procrastination, learning style, and self-talk. North Dakota Journal of Speech & Theatre, 14, 18-35.
  • Erdoğan, Ö. & Uçukoğlu, H. (2011). İlköğretim okulu öğrencilerinin anne-baba tutumu algıları ile atılganlık ve olumsuz değerlendirilmekten korkma düzeyleri arasındaki ilişkiler [The relationship of the perception of primary education students’ mother–father attitude on their venturesomeness and the fear of negative evaluation degrees]. Kastamonu Eğitim Dergisi, 19(1), 51-72.
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  • Gök, D. (2010). Anne tutumlarının öğrencilerin başarıları ve yetenekleri üzerindeki etkisinin incelenmesi [Research of the effects of mothers’ attitudes on students’ success and abilities]. (Unpublished master thesis). İnönü üniversitesi, Malatya.
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The Relationship Between Academic Procrastination Behaviors Of Secondary School Students, Learning Styles And Parenting Behaviors

Year 2020, Volume: 7 Issue: 1, 253 - 266, 15.06.2020
https://doi.org/10.33200/ijcer.731976

Abstract

The study aims to reveal the relationship between academic procrastination behavior and learning styles of the students and parents' child-raising behaviors of parents. The research has a quantitative design and is in correlational survey model. The study group of the study consists of 358 parents and their secondary school students. “Academic Procrastination”, “Alabama Parenting Questionnaire” and "Learning Styles for Elementary School Students” scales were used as data collection tools. The findings show that the procrastination behaviors of secondary school 5th grade students are lower than 6th, 7th and 8th grade students. It is also observed that there is a relationship between academic procrastination behaviors of students and some sub-dimensions of parental behaviors. It can be stated that 6% of the total variance of students' academic procrastination behavior is explained by poor parental follow-up behaviors. In the literature, data regarding parenting style were mostly obtained from how teenagers perceive their parents. Researchers who want to study in this field may reach the teenagers' parents directly. They may also conduct studies that examine the effects of different learning styles and personality traits on procrastination behaviors at other educational levels.

References

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık
  • Akkaya, E. (2007). Academic procrastination among faculty of education students: the role of gender, age, academic achievement, perfectionism and depression. (Unpublished master’s thesis). Ortadoğu Teknik Üniversitesi, Ankara.
  • Allison, P.D. (1999). Multiple regression: a prime. Thousand Oaks, CA: Pine Forge Press.
  • Aşkar, P., & Akkoyunlu, B. (1993). Kolb öğrenme stili envanteri [Kolb’s learning styles inventory]. Eğitim ve Bilim, 17(87). 37-47.
  • Aydoğan, D. & Özbay, Y. (2012). Akademik erteleme davranışının benlik saygısı, durumluluk kaygı, özyeterlik açısından açıklanabilirliğinin incelenmesi [Explanation of academic procrastination from self-esteem, state anxiety, self-efficacy].Pegem Eğitim ve Öğretim Dergisi, 2 (3), 1-9.
  • Ayyıldız, F. & Dilmaç, B. (2016). Ergenlerin sahip oldukları değerler ile akademik erteleme ve genel erteleme düzeyleri arasındaki yordayıcı ilişkiler[The relationships between the values teenagers have, general procrastination and academic procrastination]. (Unpublished PhD thesis). Necmettin Erbakan University, Konya.
  • Balcı, A. (2013). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler [Research in social sciences: Methods, techniques and principles]. Ankara: Pegem A.
  • Balkıs, M. (2013). Akademik erteleme eğilimi ve öğrencilerin tükenmişlik duygusu arasındaki ilişki [The relationship between academic procrastination and students’ burnout]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28 (1), 68-78.
  • Baltacı, A. (2017). Erteleme davranışı eğilimi ve beş faktörlü kişilik özellikleri arasındaki ilişkiler: okul yöneticileri üzerine bir araştırma [The relations between procrastination behavior tendency and big-five personality traits: A survey on school administrators]. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 3(1), 56-80.
  • Bedel, E.F. (2017). Okul öncesi öğretmen adaylarında akademik ertelemenin yordanmasında bilinçli farkındalık ve üstbilişsel farkındalığın rolü [The role of mindfulness and metacognitive awareness in predicting academic procrastination in pre-service early childhood teachers]. Yükseköğretim ve Bilim Dergisi, 7 (3), 504-514.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
  • Bryne, B. M. (1998). Structural equation modeling with lisrel, prelis and simlis: Basic concepts, applications and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cohen, L. Manion. L., & Morrison, K.(2007). Research methods in education. New York, NY: Routledge
  • Çakıcı, D. (2003). Lise ve üniversite öğrencilerinde genel ertleme ve akademik erteleme davranışının incelenmesi [An examination of the general procrastination behavior and academic procrastination behavior in high-school and university students]. (Unpublished master thesis). Ankara University, Ankara.
  • Çakır, S., Akça, F., Kodaz, A. F., & Tulgarer, S. (2014). The Survey of Academic Procrastionation on High School Students with in Terms of School Burn-out and Learning Styles. Procedia - Social and Behavioral Sciences, 114, 654 – 662.
  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı [Use of confirmatory factor analysis in validity adn reliability analysis]. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 17 (3), 196-205.
  • Çekiç, A., Türk, F., Buğa, A., & Hamamcı, Z. (2018). Alabama ebeveyn davranışları ölçeğinin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması. [Adaptation of the Alabama parenting questionnaire into Turkish: validity and reliability study]. Elektronik sosyal bilimler dergisi, 17(66), 728-743.
  • Çelik, Ç. & Odacı, H. (2015). Akademik erteleme davranışının bazı kişisel ve psikolojik değişkenlere göre açıklanması [Explanation of academic procrastianation by some personal and psychological variables].Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(3), 31-47.
  • Çeri, B., Çavuşoğlu, C., & Gürol, M. (2015). Üniversite öğrencilerinin akademik erteleme düzeylerinin incelenmesi [An examination of university students’ academic procrastination levels]. International Journal of Social Sciences, 34, 385-394.
  • Çıkrıkçı, Ö. (2016). Academic procrastination: the role of metacognitive awareness and educational stress. Akdeniz Eğitim Araştırmaları Dergisi, 19, 39-52.
  • Doğan, T., Kürüm, A., & Kazak, M. (2017). Kişilik özelliklerinin erteleme davranışını yordayıcılığı [Predictability of personality traits on the procrastination behavior]. Başkent University Journal Of Education, 1(1), 1-8.
  • Ekinci, E., & Gökler, R. (2017). Ortaöğretim öğrencilerinin akademik özyeterliklerinin ve akademik erteleme davranışlarının öğrenilmiş çaresizlikleri üzerine etkisi [The effect of secondary students’ academic self sufficiency and academic procrastination behaviors on their learned helplessness]. Journal of International Social Research, 10(50). 378-385.
  • Elmer, D. (2001). Wasted time or informed delay? Academic procrastination, learning style, and self-talk. North Dakota Journal of Speech & Theatre, 14, 18-35.
  • Erdoğan, Ö. & Uçukoğlu, H. (2011). İlköğretim okulu öğrencilerinin anne-baba tutumu algıları ile atılganlık ve olumsuz değerlendirilmekten korkma düzeyleri arasındaki ilişkiler [The relationship of the perception of primary education students’ mother–father attitude on their venturesomeness and the fear of negative evaluation degrees]. Kastamonu Eğitim Dergisi, 19(1), 51-72.
  • Erkuş, A. (2005). Bilimsel araştırma sarmalı [Scientific research spiral]. Ankara: Seçkin Yayınevi.
  • Ferrari, J. R. (1991). Compulsive procrastination: Some self-reported characteristics. Psychological reports, 68(2), 455-458.
  • Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17, 673–679.
  • Ferrari, J. R. & Ware, C. (1992). Academic procrastination: personality. Journal of Social Behavior and Personality, 7 (3), 495-502.
  • Gök, D. (2010). Anne tutumlarının öğrencilerin başarıları ve yetenekleri üzerindeki etkisinin incelenmesi [Research of the effects of mothers’ attitudes on students’ success and abilities]. (Unpublished master thesis). İnönü üniversitesi, Malatya.
  • Gröpel, P., & Steel, P. (2008). A mega-trial investigation of goal setting, interest enhancement, and energy on procrastination. Personality and individual differences, 45(5), 406-411.
  • Gürültü, E., & Deniz, L. (2017). Investigation of the relationship between high school students’ academic procrastination behaviors and their use of social media. Journal of Human Sciences, 14(1), 772-788.
  • Joreskog, K. G. & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the simplis command language. Lincolnwood: Sciencetifi Software International, Inc.
  • Kandemir, M. (2010). Akademik Erteleme Davranışını Açıklayıcı Bir Model [A model explaining academic procrastination behaviour].(Unpublished PhD thesis). Gazi University, Ankara.
  • Kandemir, M. (2014). Reasons of academic procrastination: self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia- Social and Behavioral Sciences, 152, 188-193.
  • Kaur, K., & Rani, M. (2019). Demographic Study on Academic Procrastination Among Secondary School Students.International Journal of Education,11, 73-81.
  • Knaus, W. J. (1998). Do it now! Break procrastination habit (2nd ed.). New York: Jonn Wiley ve Sons, Inc.
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There are 71 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gülten Feryal Gündüz 0000-0001-8096-5598

Publication Date June 15, 2020
Published in Issue Year 2020 Volume: 7 Issue: 1

Cite

APA Gündüz, G. F. (2020). The Relationship Between Academic Procrastination Behaviors Of Secondary School Students, Learning Styles And Parenting Behaviors. International Journal of Contemporary Educational Research, 7(1), 253-266. https://doi.org/10.33200/ijcer.731976

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868