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

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.

Keywords

• affective factors
• language learning
• structural equation modelling

Erteleme, Motivasyon, Kaygı ve Akademik Başarı Arasındaki Yordayıcı ve Açıklayıcı İlişkiler Modeli

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.

Keywords

• Duyuşsal faktörler
• dil öğrenimi
• yapısal eşitlik modeli.

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