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Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement

Year 2017, Volume: 17 Issue: 69, 221 - 21, 20.05.2017

Abstract

Purpose: The purpose of this study is to determine the predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement of university students. Research Methods: In this study, a causal research design was used. The study group consisted of 211 participants. In order to determine their motivation levels, Academic Motivation Scale (AMS); their anxiety levels, Foreign Language Classroom Anxiety Scale (FLCAS) and their procrastination levels, AitkenProcrastination Inventory (API) were all applied. Students’ grades during the term were considered as the criteria for academic achievement. Data were obtained through Structural Equation Model (SEM). Findings: Within the theoretical background, the proposed model was tested, and after path analysis it was modified and verified by testing through fitness indexes. The values confirmed that the model is compatible and the goodness-of-fitness values are within the limits. Findings reveal that, there is not a significant relationship between anxiety and academic achievement. However, both the relationship between academic procrastination and academic achievement and the relationship between motivation and academic achievement are significant. According to findings, the relationship between academic procrastination and motivation is significant and negative. Considering the findings, the predictive and explanatory relationship pattern between procrastination, motivation anxiety and academic achievement was suggested as a model. Implications for Research and Practice: Procrastination and motivation are significant variables in predicting academic achievement. Future studies could focus on other affective variables that are thought to have relationship to academic achievement.

References

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  • Akbay, S. E., & Gizir, C. A. (2010). Cinsiyete gore universite ogrencilerinde akademik erteleme davranisi: Akademik gudulenme, akademik ozyeterlik ve akademik yukleme stillerinin rolu [Academic procrastination among university students according to gender: The role of academic motivation, academic self-efficacy and academic attributional style] Mersin Universitesi Egitim Fakultesi Dergisi, 6, 60-78.
  • Anderson, J. C., & Gerbing, D. W. (1998). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.
  • Aydın, B. (2001). Konusma ve Yazma Derslerinde Yabancı Dil Ogrenimindeki Kaygi Nedenleri [A Study of Sources of Foreign Language Classroom Anxiety in Speaking and Writing Classes]. (Unpublished Doctoral Dissertation). Anadolu Universitesi, Eskisehir.
  • Balkıs, M. (2006). Ogretmen Adaylarinin Davranislarindaki Erteleme Egilimlerinin Dusunme ve Karar Verme Tarzlari ile Iliskisinin Incelenmesi [The Relationships between Student Teachers’ Procrastination Behaviors and Thinking Styles and Decision Making Styles]. (Unpublished Doctoral Dissertation). Dokuz Eylul University, Izmir.
  • Bensalem, E. (2017). Foreign Language Learning Anxiety: The Case of Trilinguals. Arab World English Journal, 8 (1), 234-249. DOI: https://dx.doi.org/10.24093/awej/vol8no1.17
  • Bidin, S., Jusoff, K., Abdul-Aziz, N., Mohamad, M., Salleh, M. M., & Tajudin, T. (2009). Motivation and Attitude in Learning English among UITM Students in the Northern Region of Malaysia. English Language Teaching, 2, 16-20.
  • Çakıcı, D. (2016). The correlation among EFL learners’ test anxiety, foreign language anxiety and language achievement. English Language Teaching, 9(8), 190-203.
  • Cheng, H. F., & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153-174.
  • Cheng, P. Y., Lin, M., & Su, C. K. (2011). Attitudes and motivations of students taking professional certificate examinations. Social Behavior and Personality, 39(10), 1303-1314.
  • Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Deci, E., & Ryan, R. (2008). Self-Determination Theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182-185.
  • Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. Language Learning, 53, 3-32.
  • Dunn, K. E., Rakes, G. C., & Rakes, T. A. (2014). The Influence of Perfectionism and Achievement Goal Orientation on Procrastination in Online Graduate Students. Paper presented at the American Educational Research Association Conference, Philadelphia.
  • Ebadi, S., Shakoorzadeh, R. (2015). Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran City. International Education Studies, 8 (10), 193-199.
  • Eysenck, W. M. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363-385.
  • Ferrari, J. R., O'Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: Arousal and avoidance delays among adults. North American Journal of Psychology, 7, 1 -6.
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  • Gardner, C. R. (2010). Motivation and second language acquisition. New York: Peter Lang Publishing.
  • Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., Pires, J., & Schlechter, A. (2011). An investigation of the relationship between students’ motivation and academic performance as mediated by effort. South African Journal of Psychology, 41, 373-385.
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  • Hoelter, D. R. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods and Research, 11, 325-344.
  • Horwitz, K. E. (2010). Foreign and second language anxiety. Language Teaching, 43, 154-167.
  • Hoyle, R. H., & Smith, G. T. (1994). Formulating clinical research hypotheses as structural equation models: A conceptual overview. Journal of Consulting and Clinical Psychology, 62, 429-440.
  • Hussain, M. A. (2011). Relationship of Classroom Environment with Anxiety and Attitude of Secondary School Students towards the Learning of English (Unpublished Doctoral Dissertation). International Islamic University, Islamabad.
  • Karatas, H., & Erden, M. (2012). Akademik motivasyon olceginin dilsel esdegerlik, gecerlik ve guvenirlik calismasi [Bilinqual equivalance, validity and reliability of academic motivation scale]. e-Journal of World Sciences Academy, 7, 983-1003.
  • Kim, R. K., & Seo, H. E. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33
  • Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85, 549-566.
  • Klassen, R. M., Krawchuk, L. L., Lynch, S. L., & Rajani, S. (2008). Procrastination and motivation of undergraduates with learning disabilities: A mixed-methods inquiry. Learning Disabilities Research & Practice, 23, 137-147.
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931.
  • Klassen, M. R., & Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey. Educational Psychology, 29, 69-81.
  • Ugur AKPUR / Eurasian Journal of Educational Research 69 (2017) 221-240 235
  • Klassen, M. R., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S. , Wong, I. Y. F., & Yeo, L. S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology: An International Review, 59, 361-379.
  • Kleinginna, R. P., Kleinginna, A. M. (1981). A categorized list of motivation definitions with a suggestion for a consensual definition. Motivation and Emotion, 5, 263-291.
  • Kline, R. (1998). Software review: Software programs for structural equation modeling: Amos, EQS, and Lisrel. Journal of Psychoeducational Assessment, 16, 343-364.
  • Kline, R. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
  • Kuscu E. (2017). Teaching the anxiety of learning a foreign language that influences high school students in learning French as a second foreign language The case of Denizli. Journal of Language and Linguistic Studies, 13(1), 88-102.
  • Lay, C., & Silverman, S. (1995). Trait procrastination, anxiety and dilatory behavior. Personal Individual Differences, 21, 61-67.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology: Research and Theory on Human Development, 166(1), 5-15.
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Erteleme, Motivasyon, Kaygı ve Akademik Başarı Arasındaki Yordayıcı ve Açıklayıcı İlişkiler Modeli

Year 2017, Volume: 17 Issue: 69, 221 - 21, 20.05.2017

Abstract

Problem Durumu: Öğrencilerin sorumlulukları arasında, kendilerine verilen ödevleri ya da projeleri zamanında teslim etmek ve çalışma programlarını sekteye uğratmadan eğitimlerine devam etmek büyük önem taşımaktadır. Bu durum, alınan eğitimin etkinliğini ve başarısını etkileyen en önemli unsurlardan biridir. Akademik görevlerin bilinçli olarak ileri bir tarihe ertelenmesi akademik başarıyı azaltmakta ve eğitimin niteliğini olumsuz yönde etkilemektedir. Genel olarak, bitirilmesi gereken görevleri bireyin kendi isteği doğrultusunda ertelemesi ya da ötelemesi şeklinde tanımlanan erteleme davranışı, zaman yönetiminde karşılaşılan problemlerden çok, bünyesinde kaygı, motivasyon eksikliği, kararsız olma durumu ve otoriteye karşı koyma gibi unsurları barındırmaktadır. Gerçekleştirilen araştırmalarda öğrencilerin büyük bir bölümünün akademik görevlerde erteleme davranışı sergilediği; bu oranın yazma ödevlerinin yanı sıra sınavlara hazırlanma ve özellikle okuma ödevlerinde büyük bir artış gösterdiği ifade edilmektedir. Erteleme davranışlarının arkasında yatan nedenlerin belirlenmesi amacıyla çeşitli araştırmalar gerçekleştirilmiş ve bu konuda farklı yaklaşımlar ortaya konmuştur. Bu görüşlerden biri, erteleme davranışlarının motivasyonel bir durum olduğu şeklindedir. Yapılan araştırmalarda Öz-Belirleme Teorisine göre bir motivasyon çeşidi olan içsel motivasyonun, erteleme davranışları üzerinde etkili olduğunu öne sürülmektedir. Bir diğer deyişle, erteleme davranışı sergileyen bireylerin herhangi bir eylemi gerçekleştirmede daha düşük bir motivasyon düzeyine sahip olduğu, bu durumun da beraberin de akademik başarıyı olumsuz etkilediği ifade edilmektedir. Diğer bir görüş ise, erteleme davranışlarını tetikleyen unsurun, bireylerin sahip olduğu yüksek kaygı düzeyi olduğuna dikkat çekmektedir. Buna göre, bireylerin kaygı düzeyleri ile sergiledikleri erteleme davranışları arasında anlamlı bir ilişki bulunmakta ve her iki değişken de akademik başarıyı olumsuz yönde etkilemektedir. Gerçekleştirilen bazı araştırmalarda ise erteleme davranışının temel sebebinin kaygı durumu olduğu özellikle ifade edilmektedir. Sonuç olarak, alan yazın incelendiğinde akademik erteleme davranışlarının genellikle akademik başarı ve motivasyon üzerinde olumsuz etkilerinin olduğu; öte yandan akademik erteleme davranışları ile kaygı düzeyleri arasında ise olumlu bir ilişki olduğu görülmektedir.

References

  • Ackerman, S. D., & Gross B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27, 5-13.
  • Akbay, S. E., & Gizir, C. A. (2010). Cinsiyete gore universite ogrencilerinde akademik erteleme davranisi: Akademik gudulenme, akademik ozyeterlik ve akademik yukleme stillerinin rolu [Academic procrastination among university students according to gender: The role of academic motivation, academic self-efficacy and academic attributional style] Mersin Universitesi Egitim Fakultesi Dergisi, 6, 60-78.
  • Anderson, J. C., & Gerbing, D. W. (1998). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.
  • Aydın, B. (2001). Konusma ve Yazma Derslerinde Yabancı Dil Ogrenimindeki Kaygi Nedenleri [A Study of Sources of Foreign Language Classroom Anxiety in Speaking and Writing Classes]. (Unpublished Doctoral Dissertation). Anadolu Universitesi, Eskisehir.
  • Balkıs, M. (2006). Ogretmen Adaylarinin Davranislarindaki Erteleme Egilimlerinin Dusunme ve Karar Verme Tarzlari ile Iliskisinin Incelenmesi [The Relationships between Student Teachers’ Procrastination Behaviors and Thinking Styles and Decision Making Styles]. (Unpublished Doctoral Dissertation). Dokuz Eylul University, Izmir.
  • Bensalem, E. (2017). Foreign Language Learning Anxiety: The Case of Trilinguals. Arab World English Journal, 8 (1), 234-249. DOI: https://dx.doi.org/10.24093/awej/vol8no1.17
  • Bidin, S., Jusoff, K., Abdul-Aziz, N., Mohamad, M., Salleh, M. M., & Tajudin, T. (2009). Motivation and Attitude in Learning English among UITM Students in the Northern Region of Malaysia. English Language Teaching, 2, 16-20.
  • Çakıcı, D. (2016). The correlation among EFL learners’ test anxiety, foreign language anxiety and language achievement. English Language Teaching, 9(8), 190-203.
  • Cheng, H. F., & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153-174.
  • Cheng, P. Y., Lin, M., & Su, C. K. (2011). Attitudes and motivations of students taking professional certificate examinations. Social Behavior and Personality, 39(10), 1303-1314.
  • Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Deci, E., & Ryan, R. (2008). Self-Determination Theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182-185.
  • Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. Language Learning, 53, 3-32.
  • Dunn, K. E., Rakes, G. C., & Rakes, T. A. (2014). The Influence of Perfectionism and Achievement Goal Orientation on Procrastination in Online Graduate Students. Paper presented at the American Educational Research Association Conference, Philadelphia.
  • Ebadi, S., Shakoorzadeh, R. (2015). Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran City. International Education Studies, 8 (10), 193-199.
  • Eysenck, W. M. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363-385.
  • Ferrari, J. R., O'Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: Arousal and avoidance delays among adults. North American Journal of Psychology, 7, 1 -6.
  • Gardner, C. R. (1985). Social psychology and language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, C. R. (2010). Motivation and second language acquisition. New York: Peter Lang Publishing.
  • Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., Pires, J., & Schlechter, A. (2011). An investigation of the relationship between students’ motivation and academic performance as mediated by effort. South African Journal of Psychology, 41, 373-385.
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86, 562-570.
  • Gustavson, D. E., Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and Individual Differences, 54, 160–172.
  • Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling & Development, 76, 317-324.
  • Hoe, L. S. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods, 3(1), 76-83.
  • Hoelter, D. R. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods and Research, 11, 325-344.
  • Horwitz, K. E. (2010). Foreign and second language anxiety. Language Teaching, 43, 154-167.
  • Hoyle, R. H., & Smith, G. T. (1994). Formulating clinical research hypotheses as structural equation models: A conceptual overview. Journal of Consulting and Clinical Psychology, 62, 429-440.
  • Hussain, M. A. (2011). Relationship of Classroom Environment with Anxiety and Attitude of Secondary School Students towards the Learning of English (Unpublished Doctoral Dissertation). International Islamic University, Islamabad.
  • Karatas, H., & Erden, M. (2012). Akademik motivasyon olceginin dilsel esdegerlik, gecerlik ve guvenirlik calismasi [Bilinqual equivalance, validity and reliability of academic motivation scale]. e-Journal of World Sciences Academy, 7, 983-1003.
  • Kim, R. K., & Seo, H. E. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33
  • Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85, 549-566.
  • Klassen, R. M., Krawchuk, L. L., Lynch, S. L., & Rajani, S. (2008). Procrastination and motivation of undergraduates with learning disabilities: A mixed-methods inquiry. Learning Disabilities Research & Practice, 23, 137-147.
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931.
  • Klassen, M. R., & Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey. Educational Psychology, 29, 69-81.
  • Ugur AKPUR / Eurasian Journal of Educational Research 69 (2017) 221-240 235
  • Klassen, M. R., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S. , Wong, I. Y. F., & Yeo, L. S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology: An International Review, 59, 361-379.
  • Kleinginna, R. P., Kleinginna, A. M. (1981). A categorized list of motivation definitions with a suggestion for a consensual definition. Motivation and Emotion, 5, 263-291.
  • Kline, R. (1998). Software review: Software programs for structural equation modeling: Amos, EQS, and Lisrel. Journal of Psychoeducational Assessment, 16, 343-364.
  • Kline, R. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
  • Kuscu E. (2017). Teaching the anxiety of learning a foreign language that influences high school students in learning French as a second foreign language The case of Denizli. Journal of Language and Linguistic Studies, 13(1), 88-102.
  • Lay, C., & Silverman, S. (1995). Trait procrastination, anxiety and dilatory behavior. Personal Individual Differences, 21, 61-67.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology: Research and Theory on Human Development, 166(1), 5-15.
  • Lee, W. (2011). Neural Substrates of Intrinsic Motivation (Unpublished Doctoral Dissertation). The University of Iowa, Iowa. MacIntyre, D. P., & Gardner, C. R. (1991). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534.
  • MacIntyre, D. P., Noels, K., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 42, 265-287.
  • Mallik, S. (2017). Motivation as a promoting determinant in second and foreign language classroom: a review. European Journal of Foreign Language Teaching, 2 (1), 90-102.
  • Matsuda, S., & Gobel, P. (2013). Anxiety and predictors of performance in the foreign language classroom. System, 32, 21-36. Mo, S. (2011). An exploratory study of intrinsic & extrinsic motivators and student performance in an auditing course. American Journal of Business Education, 4(2), 19-25.
  • Muszynski, S. Y., & Akamatsu, T. J. (1991). Delay in completion of doctoral dissertations in clinical psychology. Professional Psychology: Research and Practice, 22, 119-123.
  • Nishitani, M., & Matsuda, T. (2011). The relationship between language anxiety, interpretation of anxiety, intrinsic motivation and the use of learning strategies. US-China Education Review, B 3, 438-446.
  • Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29, 3-19.
  • Onwuegbuzie, J. A., & Jiao, Q. G. (2000). I’ll go to the library later: The relationship between academic procrastination and library anxiety. College and Research Libraries, 61, 45-54.
  • Onwuegbuzie, J. A., Bailey, P., & Daley, E. C. (2000). The validation of three scales measuring anxiety at different stages of the foreign language learning process: The input anxiety scale, the processing anxiety scale and the output anxiety scale. Language Learning, 50, 87-118.
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There are 73 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ugur Akpur

Publication Date May 20, 2017
Published in Issue Year 2017 Volume: 17 Issue: 69

Cite

APA Akpur, U. (2017). Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement. Eurasian Journal of Educational Research, 17(69), 221-21.
AMA Akpur U. Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement. Eurasian Journal of Educational Research. May 2017;17(69):221-21.
Chicago Akpur, Ugur. “Predictive and Explanatory Relationship Model Between Procrastination, Motivation, Anxiety and Academic Achievement”. Eurasian Journal of Educational Research 17, no. 69 (May 2017): 221-21.
EndNote Akpur U (May 1, 2017) Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement. Eurasian Journal of Educational Research 17 69 221–21.
IEEE U. Akpur, “Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement”, Eurasian Journal of Educational Research, vol. 17, no. 69, pp. 221–21, 2017.
ISNAD Akpur, Ugur. “Predictive and Explanatory Relationship Model Between Procrastination, Motivation, Anxiety and Academic Achievement”. Eurasian Journal of Educational Research 17/69 (May 2017), 221-21.
JAMA Akpur U. Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement. Eurasian Journal of Educational Research. 2017;17:221–21.
MLA Akpur, Ugur. “Predictive and Explanatory Relationship Model Between Procrastination, Motivation, Anxiety and Academic Achievement”. Eurasian Journal of Educational Research, vol. 17, no. 69, 2017, pp. 221-21.
Vancouver Akpur U. Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement. Eurasian Journal of Educational Research. 2017;17(69):221-21.