Üniversite Öğrencilerinde Akademik Risk Alma Davranışı: Akademik Erteleme, Akademik Kontrol Odağı ve Akademik Mükemmeliyetçilik

Öz

Problem Durumu ve Araştırmanın Amacı: 21. yy.da eğitim, modern toplumlarda bireylerin kendilerini geliştirebilmeleri ve toplum içinde nitelikli bireyler olarak var olabilmeleri için önemli bir araçtır. Eğitim bireylere atılgan, sorumluluk sahibi ve realist düşünebilen kişiler olmaları yolunda destek sağlarken, nitelikli eğitim yaşantısı akademik başarıyı da beraberinde getirir. Toplumun ileriye ivme kazanmasında tek başına yeterli olarak görülmese de akademik başarı eğitim kurumlarının en temel hedefleri arasındadır. Akademik başarı ile ilişkili olduğu düşünülen birçok değişken bulunmaktadır. Eğitim yaşantıları sonucu elde edilmesi planlanan kazanımlar değerlendirildiğinde bir takım belirsizliklerin varlığından söz etmememiz mümkün olamaz. Bu belirsizlikler karşısında kişilerin aldığı pozisyonun onların başarıları üzerinde rol oynayacağını söyleyebiliriz. Bu bağlamda akademik başarıya kişileri götürecek değişkenlerden biri olarak risk almanın önemine vurgu yapılabilir. Bu çalışmanın amacı üniversite öğrencilerinin akademik başarıları üzerinde önemli bir yer sahibi olduğu düşünülen akademik risk alma davranışlarını akademik erteleme, akademik kontrol odağı ve akademik mükemmeliyetçiliğin ne derecede yordadığını incelemektir.

Araştırmanın Yöntemi: Bu çalışma, üniversite öğrencilerinin akademik risk alma davranışlarını akademik erteleme, akademik kontrol odağı ve akademik mükemmeliyetçiliğin ne derecede yordadığını incelemek amacıyla yapılan, ilişkisel tarama modelinde betimsel bir çalışmadır. İki ya da daha fazla sayıdaki değişken arasında birlikte değişimin varlığını ve derecesini belirlemeyi amaçlayan çalışmalar ilişkisel tarama modeli araştırmalardır (Kuzu, 2005).

Katılımcılar: Bu araştırmanın çalışma grubunu, Türkiye’nin Güney bölgesinde yer alan bir Üniversitenin 2018-2019 bahar döneminde 4 büyük fakültesinde (Eğitim Fakültesi, Fen-Edebiyat Fakültesi, İİBF ve Mühendislik Fakültesi) öğrenim görmekte olan 507 öğrenci oluşturmuştur. Bu öğrencilerin 351’i kadın (%69,2), 154’ü erkektir (%30,4). İki öğrenci cinsiyetini belirtmemiştir. Katılımcıların yaş aralığı 18 ile 33 arasında değişmekte olup, ortalaması 20,73’tür (SS=1,84). Bununla birlikte katılımcıların 151’i birinci sınıf (%29,8), 123’ü ikinci sınıf (%24,3), 171’i 3. sınıf (%33,7) ve 60’ı da 4. sınıf (%11,8) öğrencilerinden oluşmaktadır. Yine iki öğrenci sınıf düzeyini belirtmemişlerdir. Çalışma gurubunun belirlenmesinde kolay ulaşılabileni örnekleme yöntemi kullanılmıştır.

Anahtar Kelimeler

• akademik risk alma
• akademik erteleme
• akademik kontrol odağı
• akademik mükemmeliyetçilik

Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism

Abstract

Purpose: The aim of this study was to examine how academic procrastination, academic locus of control, and academic perfectionism predicts the tendency of university students’ academic risk taking. Also, this study focused on understanding how academic procrastination, academic locus of control, and academic perfectionism of university students had power to predict the students' tendency of academic risk taking.

Research Methods: The study group of this research consisted of 507 (351 female and 154 male) undergraduate students studying at a state university in Turkey during the 2018-2019 academic-year fall semester. The study group was identified using convenient sampling. In this study, the "Personal Information Form", "Academic Risk Taking Scale", “Academic Procrastination Scale”, "Perceived Social Self-efficacy Scale", “Academic Locus of Control Scale”, and “Academic Perfectionism Scale” were used to collect data. The Pearson Moments Multiplication Correlation Coefficient (r) and stepwise multiple regression analysis were used in the analysis of the data. The upper margin of error is assumed to be 0.05.

Findings: According to the findings obtained, academic procrastination, academic locus of control, and academic perfectionism respectively predicted the academic risk-taking behaviors of university students significantly. Accordingly, as the academic procrastination, academic external locus of control, and academic perfectionism decreased, academic internal locus of control increased, and academic risk-taking behavior increased as well.

Implications for Research and Practice: Research can be done by using other variables to understand academic risk-taking behavior. In addition, various activities can be planned for students to take more risks in academic life, to show less procrastination behavior and to have more internal locus of control.

Keywords

• academic risk taking
• academic procrastination
• academic locus of control
• academic perfectionism

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