[Sınıf öğretmeni adaylarının akademik erteleme davranışını yordayan değişkenler]

Abstract

insanlar çeşitli neden ve gerekçelerle sorumluluklarını ertelemektedirler. Erteleme davranışı özellikle üniversite öğrencileri arasında yaygındır ve başarıyı olumsuz yönde etkileyen önemli faktörlerden birisidir (Akinsola, Tella & Tella, 2007; Balkıs & Duru, 2010). Görevden hoşlanmama (Milgram, Sroloff & Rosebaum, 1988), sınav kaygısı (Cassady & Johnson, 2002), düşük öz-saygı (Ferrari & Landreth, 2015; Klassen, Krawchuk & Rajani, 2007), motivasyon eksikliği (Franziska, Manfred & Stefan, 2007) gibi değişkenler ertelemeye neden olan faktörler arasında sayılmaktadır. Bazı çalışma bulguları (Balkıs & Duru, 2009; 2010; Fritzsche, Young & Hickson, 2003; Tuckman, 1998) akademik erteleme ile akademik başarı/performans arasında negatif ilişkiler olduğu yönündedir. Yine erteleme davranışının düşük akademik başarı (Owens & Newbegin, 2000; Tuckman, 2002; Tuckman, Abry & Smith, 2002; Young & Hickson, 2003; Carden, Bryant & Moss, 2004; Balkıs, Duru, Buluş & Duru, 2006; Fritzsche, & Seo, 2011), mükemmelliyetçilik (Flett, Blankstein, Hewit & Koledin; Steel, 2007), göreve karşı ilgi (Schraw, Wadkins & Olafson, 2007), öz-yeterlilik (McCarthy & Skay, 1998; Akbay & Gizir, 2010; Haycock,), gibi birçok değişken ile ilişkili olduğu belirtilmektedir.

Keywords

• Akademik erteleme, Akademik özyeterlik, Akademik güdülenme, Öğretmen adayı

Variables that predict academic procrastination behavior in prospective primary school teachers

Abstract

This study aimed to examine the variables predicting academic procrastination behavior of prospective primary school teachers and is conducted using the correlational survey model. The study group is composed of 294 undergraduate students studying primary school teaching programs in faculties of education at Adnan Menderes, Pamukkale, and Muğla Sıtkı Koçman Universities in Turkey. The data collection instruments used were the Procrastination Assessment Scale Students (PASS), Academic Self-Efficacy Scale (ASES), and Academic Motivation Scale (AMS). While analyzing the gathered data, descriptive analysis techniques were utilized. Moreover, while analyzing the data, power of variables namely reasons of academic procrastination, academic motivation, and academic efficacy to predict prospective primary school teachers’ academic procrastination tendencies were tested. For that purpose, stepwise regression analysis was employed. It was found that nearly half of the prospective primary school teachers displayed no academic procrastination behavior. Participants’ reasons for procrastination were fear of failure, laziness, taking risks, and rebellion against control. An average level significant correlation was found between participants’ academic procrastination and other variables. As a result, it was identified that prospective primary school teachers had less academic procrastination than reported in literature and laziness, fear of failure, academic motivation predicted academic procrastination

Keywords

• Academic procrastination behavior, Academic self-efficacy, Academic motivation, Prospective teacher

References

1. Acat, M. B., & Dereli, E. (2012). Preschool teaching students’ prediction of decision making strategies and academic achievement on learning motivations. Educational Sciences: Theory & Practice, 12(4), 2670-2678.
2. Akbay, S. E. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik öz-yeterlik ve akademik yükleme stillerinin rolü (Unpublished Master’s thesis). Mersin Üniversitesi Sosyal Bilimler Enstitüsü, Mersin.
3. Akbay, S. E., & Gizir, C. A. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
4. Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 363-370.
5. 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 Sosyal Bilimler Enstitüsü, Ankara.
6. Aydın F. (2010). Akademik başarının yordayıcısı olarak akademik güdülenme, öz-yeterlilik ve sınav kaygısı (Unpublished Master’s thesis). Hacettepe Üniversitesi. Sosyal Bilimler Enstitüsü.
7. Aydoğan, D. (2008). Akademik erteleme davranışının benlik saygısı, durumluluk kaygı ve öz- yeterlik açısından açıklanabilirliğinin incelenmesi (Unpublished Master’s thesis). Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
8. Balkıs, M., & Duru, E. (2009). Akademik erteleme davranışının öğretmen adayları arasındaki yaygınlığı, demografik özellikler ve bireysel tercihlerle ilişkisi. Eğitimde Kuram ve Uygulama, 5(1), 18-32.

9. Balkıs, M., & Duru, E. (2010). Akademik erteleme eğilimi, akademik başarı ilişkisinde genel ve performans benlik saygısının rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 159-170.
10. Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2006). Üniversite öğrencilerinde akademik erteleme eğiliminin çeşitli değişkenler acısından incelenmesi. Ege Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 59-75.
11. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
12. Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self- esteem, and self-handicapping. Journal of Social Behavior & Personality, 15(5), 3-13.
13. Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207-217.
14. Bong, M. (2004). Academic motivation in self-efficacy test value, achievement goal orientations and attributional beliefs. The Journal of Educational Research, 97(6), 287-297.
15. Brownlow, S., & Reasinger, D. R. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior & Personality, 2000 Special Issue, 15(5), 15-35.
16. Bozanoğlu, İ. (2004). Akademik Güdülenme Ölçeği: Geliştirmesi, Geçerliği, Güvenirliği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2 ), 83-98.
17. Bozanoğlu, İ. (2005). Bilişsel Davranışçı Yaklaşıma Dayalı Grup Rehberliğinin Güdülenme, Benlik Saygısı, Başarı ve Sınav Kaygısı Düzeylerine Etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 17-42.
18. Burns, L. R., Dittman, K., Nguyen, N.-L., & Mitchelson, J. K. (2000). Academic procrastination, perfectionism, and control: Associations with vigilant and avoidant coping. Journal of Social Behavior and Personality, 15(5), 35-46.
19. Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.
20. Chun, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145, 245-264.
21. Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi (Unpublished Master’s thesis). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
22. Çelikkaleli, Ö., & Akbay, S. E. (2013). Üniversite öğrencilerinin akademik erteleme davranışı, genel yetkinlik inancı ve sorumluluklarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(2), 237-254.
23. Çetin, Ş. (2009). Eğitim fakültesi öğrencilerinin akademik erteleme davranışlarına ilişkin görüşlerinin incelenmesi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 25, 1-7.
24. Deniz, E., Traş, Z., & Aydoğan, D. (2009). Akademik erteleme ve denetim odağını duygusal zekâ açısından incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 9 (2), 607-632.
25. Dewitte, S., & Schouwenburg, H. C. (2002). Procrastination, temptations, and incentives: the struggle between the present and the future in procrastinators and the punctual. European Journal of Personality, 16, 469-489.
26. Ferrari, J. R. (1992). Psychometric validation of two procrastination inventories for adults: arousal and avoidance measures. Journal of Psychopathology and Behavioral Assessment, 14 (2), 1992
27. Ferrari, J. R. (2000). Procrastination and attention: factor analysis of attention deficit, boredomness, intelligence, self-esteem, and task delay frequencies. In J. R. Ferrari, & T. A. Pychyl (Eds.), Procrastination: current issues and new directions. . Journal of Social Behavior and Personality, Special Issue, 15, 185-196.
28. Ferrari, J. R., & Landreth, N. (2015). Guess I am a procrastinator: Self and other perceptions among rural US citizens. North American Journal of Psychology, 16(1), 1-8.
29. Flett, G. L., Blankstein, K. L., Hewitt, P. L., & Koledin, S. (1992). Components of perfectionism and procrastination in college students. Social Behaviour and Personality, 20(2), 85-94.
30. Franziska, D., Manfred, H., & Stefan, F. (2007). Individual values, learning routines and academic procrastination. British Journal of Educational Psychology, 77(4), 893-906.
31. Fritzsche, B. A., Young, B. R., & Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Personality and Individual Differences, 35, 1549-1557.
32. Haghbin, M., McCaffrey, A., & Pychyl, T. A. (2012). The complexity of the relation between fear of failure and procrastination. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 30(4), 249-263.
33. Haycock, L. A. (1993). The cognitive mediation of procrastination. An investigation of the relationship between procrastination and self-efficiency beliefs (Unpublished doctoral dissertation). University of Minnesota at Twin Cities.
34. Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: the role of self-efficacy and anxiety. Journal of Counseling and Development, 76(3), 317-324.
35. İskender, M. (2011). The influence of self-compassion on academic procrastination and dysfunctional attitudes. Educational Research and Reviews, 6(2), 230-234
36. Jerusalem, M. ve Schwarzer, R. (1981). Fragebogen zur Erfassung von "Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.). (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
37. Kağan, M. (2009). Üniversite öğrencilerinde akademik erteleme davranışını açıklayan değişkenlerin belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(2), 113-128.
38. Kandemir, M. (2010). Akademik erteleme davranışını açıklayıcı bir model (Unpublished doctoral dissertation). Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü.
39. Kandemir, M. (2014a). Predictors of academic procrastination: coping with stress, internet addiction and academic motivation. World Applied Sciences Journal, 32(5), 930-938.
40. Kandemir, M. (2014b). The predictors of academic procrastination: Responsibility, attributional styles regarding success / failure, and beliefs in academic self-efficacy. Education & Science, 39(171), 99-114.
41. Kaya, G., & Kaya, Ç. (2014). Pre-service teachers’ academic motivation and coping strategies as the predictors of their academic procrastination. Journal of Teacher Education and Educators, 3(1), 7-24.
42. Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2007). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931.
43. Klassen, R. M., & Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey. Educational Psychology, 29, 69-81.
44. König, C. J., & Kleinmann, M. (2004). Business before pleasure: No strategy for procrastinators? Personality and Individual Differences, 37, 1045-1057.
45. Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. Journal of Genetic Psychology, 166, 5-14.
46. Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137
47. Margolis, H., & McCabe, P. P. (2004). Self-efficacy: A key to improving the motivation of struggling learners. The Clearing House, 77(6), 241-249.
48. Milgram, N. A., Sroloff, B., & Rosebaum, M. (1988). The procrastination of everyday life. Journal of Research in Personality, 22, 197-212.
49. Milgram, N., Batori, G., & Mowrer, D. (1993). Correlates of academic procrastination. Journal of School Psychology, 31, 487-500.
50. Nien, C., & Duda, J. L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9, 352-372.
51. Oğuz, A. (2012). Sınıf öğretmeni adaylarının akademik öz yeterlik inançları. Anadolu Journal of Educational Sciences International, 2(2), 15-28.
52. Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29(1), 3-19.
53. Özer, A., & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(21), 45-72.
54. Pala, A., Akyıldız, M., & Bağcı, C. (2011). Academic procrastination behaviour of pre-service teachers’ of Celal Bayar University. Procedia - Social and Behavioral Sciences, 29, 1418-1425.
55. Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84(2), 686-688.
56. Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.
57. Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 84-105). New York: The Guilford Press.
58. Senécal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self- determination perspective. European Journal of Social Psychology, 33, 135-145.
59. Senécal, C., Koestner, R., & Vallerand, R. J. (1995). Self-Regulation and Academic Procrastination. The Journal of Social Psychology, 135(5), 607-619.
60. Senécal, C., Lavolie, K., & Koestner, R. (1997). Trait and situational factors in procrastination: an interactional model. Journal of Social Behavior and Personality. 12 (4), 889-903
61. Seo, E. H. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality, 39(2), 209-218.
62. Sirois, F. M. (2004). Procrastination and intentions to perform health behaviors: the role of self- efficacy and the consideration of future consequences. Personality and Individual Differences, 37, 115-128.
63. Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive- behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
64. Stewart, M., Stoot, T., & Nuttall, A. (2015). Study goals and procrastination tendencies at different stages of the undergraduate degree. Studies in Higher Education, 2015, 1-16.
65. Şirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research and Reviews, 6(5), 447-455.
66. Tuckman, B. W. (1998). Using tests as an incentive to motivate procrastinators to study. Journal of Experimental Education, 66(2), 141-147.
67. Tuckman, B. W. (2002). Academic procrastinators: Their rationalizations and web-course performance. Paper presented at the American Psychological Association, Chicago.
68. Uzun Özer, B. (2005). Academic procrastination: Prevalence, self-reported reasons, gender difference and it’s relation with academic achievement (Unpublished Master’s dissertation). METU Graduate School of Social Sciences, Ankara.
69. Uzun Özer, B. (2009). Academic procrastination in group of high school students: frequency, possible reasons and role of hope, Turkish Psychological Counseling and Guidance Journal, 4(32), 12-19.
70. Uzun Özer, B. (2010). A path analytic model of procrastination: Testing cognitive, affective, and behavioral components (Unpublished doctoral dissertation). METU Graduate School of Social Sciences, Ankara.
71. Uzun Özer, B. (2011). A cross sectional study on procrastination: Who procrastinate more? International Conference on Education, Research and Innovation (IPEDR), 18, 34-37.
72. Uzun Özer, B., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241-257.
73. Uzun Özer, B., & Topkaya, N. (2005). Akademik erteleme davranışı ve sınav kaygısı arasındaki ilişkiler. 8. Ulusal Psikolojik Danışma ve Rehberlik Kongresi, İstanbul.
74. Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187.
75. Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 33, 253-259.