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The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits

Year 2015, Volume: 6 Issue: 2, 11 - 25, 16.03.2015

Abstract

Academic procrastination and personality traits are regarded as important factors affecting academic success and attitudes in education process. This study was to examine the correlation between the subscales of personality traits and the academic procrastination behaviour of pre-service teachers and to explore gender differences in the academic procrastination and personality traits. The research group included 165 female (%77.46) and 48 male (%22.53) pre-service teachers studying in Pedagogical Formation Certificate Program at Yildiz Technical University. In the data collection phase of the present research, the Tuckman Procrastination Scale developed by Tuckman (1991) and the Adjective Based Personality Test having been developed by Bacanlı, İlhan and Aslan (2009) were used. The data were analysed using correlation and independent samples t-test. The findings of this study show that the subscales of personality traits were related to the academic procrastination. And, gender difference was not found to be significant in case of it. 

References

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  • Bacanlı, H., İlhan, T. & Aslan, S. (2009). Beş faktör kuramina dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara dayalı kişilik testi (SDKT). Türk Eğitim Bilimleri Dergisi, 7(2), 261-279.
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  • Bassili, J. N. (2006). Promotion and prevention orientations in the choice to attend lectures or watch them online. Journal of Computer Assisted Learning, 22, 444-455.
  • Beswick, G., Rothblum, E. D. & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23(2), 207-217.
  • Blunt, A. & Pychyl, T. A. (2005). Project systems of procrastinators: a personal project- analytic and action control perspective. Personality and Individual Differences, 38(8), 1771-1780.
  • Borges, N. J. & Gibson, D. D. (2005). Personality patterns of physicians in person-oriented and technique-oriented specialties. Journal of Vocational Behaviour, 67, 4-20.
  • Caldwell, D. F. & Burger, J. M. (1998). Personality characteristics of job applicants and success in screening interviews. Personnel Psychology, 51(1), 119-136.
  • Caligiuri, P. M. (2000). The big five personality characteristics as predictors of expatriate’s desire to terminate the assignment and supervisor rated performance. Personnel Psychology, 53(1), 67-88.
  • Chamorro-Premuzic, T., Furnham, A., Dissou, G. & Heaven, P. (2005). Personality and preference for academic assessment: a study with Australian university students. Learning and Individual Differences, 15, 247-256.
  • Chu, A. H. C. & Choi, J. N. (2005). Rethinking procrastination: positive effects of active procrastination behaviour on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
  • Costa, P. & McCrae, R. (1992). Revised neo personality inventory (neo-pi-r) and neo five- factor inventory (NEO-FFI): Professional Manual. Odessa: Psychological Assessment Resources Inc.
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  • Davis, D. R. & Abbitt, J. T. (2013). An investigation of the impact of an intervention to reduce academic procrastination using short message service (SMS) technology. Journal of Interactive Online Learning, 12(3), 78-102.
  • Decker, L. E. & Rimm-Kaufman, S. E. (2008). Personality characteristics and teacher beliefs among pre-service teachers. Teacher Education Quarterly, 35(2), 45-64.
  • Dewitte, S. & Lens, W. (2000). Procrastinators lack a broad action perspective. European Journal of Personality, 14, 121-140.
  • Dilmaç, B. (2009). An analysis of teachers’ general tendency to procrastinate, perception of professional efficiency/self-efficiency and altruism. Electronic Journal of Research in Educational Psychology, 7(3), 1323-1338.
  • Farsides, T. & Woodfield, R. (2003). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225-1243.
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  • Johnson, J. L. & Bloom, A. M. (1995). An analysis of the contribution of the five factors of personality to variance in academic procrastination. Personality and Individual Differences, 18(1), 127-133.
  • Kandemir, M. (2014). Model explaining academic procrastination behaviour. Pegem Eğitim ve Öğretim Dergisi, 4(3), 51-72.
  • 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(4), 915-931.
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  • Klingsieck, K. B., Fries, S., Horz, C. & Hoferd, M. (2012). Procrastination in a distance university setting. Distance Education, 33 (3), 295-310.
  • Kokkinos, C. M. (2007). Job Stressors, Personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
  • Kopliman, S. (2007). Öğretmenlerin kişilik özelliklerinin öğrencilere not verme davranışları üzerindeki etkisi. Yayınlanmamış Yükseklisans Tezi. Beykent University, İstanbul.
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  • Lay, C. (1992). Trait procrastination and the perception of person-task characteristics. Journal of Social Behavior and Personality, 7, 483-494.
  • Lay, C., Kovacs, A. & Danto, D. (1998). The relation of trait procrastination to the big five factor conscientiousness: An assessment with primary-junior school children based on self-report scales. Personality and Individual Differences, 25, 187-193.
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Öğretmen Adaylarının Akademik Erteleme Davranışlarının Beş Faktör Kişilik Özellikleri ile Açıklanması

Year 2015, Volume: 6 Issue: 2, 11 - 25, 16.03.2015

Abstract

Akademik erteleme ve kişilik özelliklerinin, akademik başarıyı ve eğitim sürecindeki yaklaşımları etkileyen önemli etkenler olduğu kabul edilmektedir. Bu çalışmanın amacı, görevdeki öğretmenlerin Beş Faktör Kişilik Kuramına göre kişilik özellikleri ile akademik erteleme davranışı arasındaki korelâsyonu incelemek, öğretmenlerin akademik ertelemede davranışında ve kişilik özelliklerinde bir cinsiyet farkının olup olmadığını araştırmaktır. Çalışmanın araştırma grubu, Yıldız Teknik Üniversitesi’nin Pedagojik Formasyon Sertifika Programında okuyan 165 kadın (%77.46) ve 48 erkek (%22.53) öğretmenden oluşmaktadır. Araştırmanın veri toplama aşamasında, Tuckman (1991) tarafından geliştirilen Tuckman Erteleme Ölçeği ve Bacanlı, İlhan ve Aslan (2009) tarafından geliştirilen Sıfatlara Dayalı Kişilik Ölçeği kullanılmıştır. Korelâsyon ve t-test, araştırmada veri analizi için kullanılan yöntemlerdir. Bu çalışmanın sonunda elde edilen bulgular ise kişilik özelliklerinden olan dışadönüklüğün, yumuşak başlılığın, sorumluluk sahibi olmanın, duygusal dengesizliğin ve deneyime açıklığın akademik erteleme ile ilgili olduğunu göstermektedir. Sonuçlara göre kadın öğretmenlerin daha çok dışadönük olduğu ortaya söylenebilirken akademik erteleme ile cinsiyet farkı arasında tam anlamıyla bir ilişki bulunamamıştır

References

  • Alexander E. S. & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
  • Avery, D. R. (2003). Personality as a predictor of the value of voice. The Journal of Psychology, 137(5), 435-446.
  • Bacanlı, H., İlhan, T. & Aslan, S. (2009). Beş faktör kuramina dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara dayalı kişilik testi (SDKT). Türk Eğitim Bilimleri Dergisi, 7(2), 261-279.
  • Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20(2), 274-294.
  • Barrick, M. R. & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1-26.
  • Barrick, M. R., Patton, G. K. & Haugland, S. N. (2000). Accuracy of interviewer judgments of job applicant personality traits. Personnel Psychology, 53(4), 925-951.
  • Bassili, J. N. (2006). Promotion and prevention orientations in the choice to attend lectures or watch them online. Journal of Computer Assisted Learning, 22, 444-455.
  • Beswick, G., Rothblum, E. D. & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23(2), 207-217.
  • Blunt, A. & Pychyl, T. A. (2005). Project systems of procrastinators: a personal project- analytic and action control perspective. Personality and Individual Differences, 38(8), 1771-1780.
  • Borges, N. J. & Gibson, D. D. (2005). Personality patterns of physicians in person-oriented and technique-oriented specialties. Journal of Vocational Behaviour, 67, 4-20.
  • Caldwell, D. F. & Burger, J. M. (1998). Personality characteristics of job applicants and success in screening interviews. Personnel Psychology, 51(1), 119-136.
  • Caligiuri, P. M. (2000). The big five personality characteristics as predictors of expatriate’s desire to terminate the assignment and supervisor rated performance. Personnel Psychology, 53(1), 67-88.
  • Chamorro-Premuzic, T., Furnham, A., Dissou, G. & Heaven, P. (2005). Personality and preference for academic assessment: a study with Australian university students. Learning and Individual Differences, 15, 247-256.
  • Chu, A. H. C. & Choi, J. N. (2005). Rethinking procrastination: positive effects of active procrastination behaviour on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
  • Costa, P. & McCrae, R. (1992). Revised neo personality inventory (neo-pi-r) and neo five- factor inventory (NEO-FFI): Professional Manual. Odessa: Psychological Assessment Resources Inc.
  • Cuceloglu, D. (2008). İnsan ve davranışı: Psikolojinin temel kavramları (Human and his behaviours: Basic concepts of psychology). İstanbul: Remzi Yayıncılık.
  • Davis, D. R. & Abbitt, J. T. (2013). An investigation of the impact of an intervention to reduce academic procrastination using short message service (SMS) technology. Journal of Interactive Online Learning, 12(3), 78-102.
  • Decker, L. E. & Rimm-Kaufman, S. E. (2008). Personality characteristics and teacher beliefs among pre-service teachers. Teacher Education Quarterly, 35(2), 45-64.
  • Dewitte, S. & Lens, W. (2000). Procrastinators lack a broad action perspective. European Journal of Personality, 14, 121-140.
  • Dilmaç, B. (2009). An analysis of teachers’ general tendency to procrastinate, perception of professional efficiency/self-efficiency and altruism. Electronic Journal of Research in Educational Psychology, 7(3), 1323-1338.
  • Farsides, T. & Woodfield, R. (2003). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225-1243.
  • Ferrari, J. R. (2001). Procrastination and attention: factor analysis of attention deficit, boredomness, intelligence, self-esteem, and task delay frequencies. Journal of Social Behaviour and Personality, 16, 185-196.
  • Gray, E. K. & Watson, D. (2002). General and specific traits of personality and their relation to sleep and academic performance. Journal of Personality, 70, 177-206.
  • Hill, M., Hill, D., Chabot, A. & Barral, J. (1978). A survey of college faculty and student procrastination. College Students Pers. J, 12, 256-262.
  • Howell, A. J. & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167- 178.
  • Hurley, J. R. (1998). Agency and communion as related to big five self-representations and subsequent behaviour in small groups. The Journal of Psychology, 132(3), 337-351.
  • Jaffe, E. (2013). Why wait? The science behind procrastination. Observer, 26, 12-16.
  • John, O. P. and Srvastave, S. (1999). The big five trait taxonomy: History, measurement, and theoretical perspectives. In L. Pervin and O.P. John (Eds.), Handbook of Personality: Theory and Research (2nd ed. pp. 102-138). New York: Guildford Press.
  • Johnson, J. L. & Bloom, A. M. (1995). An analysis of the contribution of the five factors of personality to variance in academic procrastination. Personality and Individual Differences, 18(1), 127-133.
  • Kandemir, M. (2014). Model explaining academic procrastination behaviour. Pegem Eğitim ve Öğretim Dergisi, 4(3), 51-72.
  • 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(4), 915-931.
  • Klassen, R. M. & Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey. Educational Psychology, 29, 69-81.
  • Klingsieck, K. B., Fries, S., Horz, C. & Hoferd, M. (2012). Procrastination in a distance university setting. Distance Education, 33 (3), 295-310.
  • Kokkinos, C. M. (2007). Job Stressors, Personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
  • Kopliman, S. (2007). Öğretmenlerin kişilik özelliklerinin öğrencilere not verme davranışları üzerindeki etkisi. Yayınlanmamış Yükseklisans Tezi. Beykent University, İstanbul.
  • Laverdière, O., Morin, A. J. S. & St-Hilaire, F. (2013). Factor structure and measurement invariance of a short measure of the big five personality traits. Personality and Individual Differences, 55, 739-743.
  • Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495.
  • Lay, C. (1992). Trait procrastination and the perception of person-task characteristics. Journal of Social Behavior and Personality, 7, 483-494.
  • Lay, C., Kovacs, A. & Danto, D. (1998). The relation of trait procrastination to the big five factor conscientiousness: An assessment with primary-junior school children based on self-report scales. Personality and Individual Differences, 25, 187-193.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5- 14.
  • Liu, A. M. M. & Zhai, X. (2011). Influences of personality on the adoption of conflict- handling styles and conflict outcomes for facility managers. Journal of Legal Affairs and Dispute Resolution in Engineering and Construction, 3(3), 101-108.
  • Lounsbury, J. W., Hutchens, T. & Loveland, J. M. (2005). An investigation of big five personality traits and career decidedness among early and middle adolescents. Journal of Career Assessment, 13(1), 25-39.
  • Lounsbury, J. W., Tatum, H. E., Chambers, W. Owens, K. S. & Gibson, L. W. (1999). An Investigation of Career Decidedness in Relation to Big Five Personality Constructs and Life Satisfaction. College Student Journal, 33(4), 646-652.
  • McCown, W., Petzel, T. & Rupert, P. (1987). An experimental study of some hypothesized behaviours and personality variables of college student procrastinators. Personality and Individual Differences, 8, 781-786.
  • McCrae, R. R. & Costa, P. T. Jr. (1985). Updating Norman’s adequate taxonomy: Intelligence and personality dimensions in natural language and in questionnaires. Journal of Personality and Social Psychology, 49(3) 710-721.
  • McManus, M. A. & Kelly, M. L. (1999). Personality measures and bio data: Evidence regarding their incremental predictive value in the life insurance industry. Personnel Psychology, 52(1), 137-148.
  • Milgram, N. & Marshevsky, S.andSadeh, A. (1994). Correlates of Academic Procrastination: Discomfort, Task Averseness, and Task Capability. The Journal of Psychology, 129, 145-155.
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There are 86 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hakan Karataş

Hakan Karatas

Mehtap Bademcioglu This is me

Mehtap Bademcıoglu This is me

Publication Date March 16, 2015
Published in Issue Year 2015 Volume: 6 Issue: 2

Cite

APA Karataş, H., Karatas, H., Bademcioglu, M., Bademcıoglu, M. (2015). The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits. The International Journal of Research in Teacher Education, 6(2), 11-25.
AMA Karataş H, Karatas H, Bademcioglu M, Bademcıoglu M. The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits. The International Journal of Research in Teacher Education. March 2015;6(2):11-25.
Chicago Karataş, Hakan, Hakan Karatas, Mehtap Bademcioglu, and Mehtap Bademcıoglu. “The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits”. The International Journal of Research in Teacher Education 6, no. 2 (March 2015): 11-25.
EndNote Karataş H, Karatas H, Bademcioglu M, Bademcıoglu M (March 1, 2015) The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits. The International Journal of Research in Teacher Education 6 2 11–25.
IEEE H. Karataş, H. Karatas, M. Bademcioglu, and M. Bademcıoglu, “The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits”, The International Journal of Research in Teacher Education, vol. 6, no. 2, pp. 11–25, 2015.
ISNAD Karataş, Hakan et al. “The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits”. The International Journal of Research in Teacher Education 6/2 (March 2015), 11-25.
JAMA Karataş H, Karatas H, Bademcioglu M, Bademcıoglu M. The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits. The International Journal of Research in Teacher Education. 2015;6:11–25.
MLA Karataş, Hakan et al. “The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits”. The International Journal of Research in Teacher Education, vol. 6, no. 2, 2015, pp. 11-25.
Vancouver Karataş H, Karatas H, Bademcioglu M, Bademcıoglu M. The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits. The International Journal of Research in Teacher Education. 2015;6(2):11-25.