Akademik Erteleme: Ölçek Geliştirme ve Doğrulama

939 - 950, 08.05.2019

Liyaqat Bashir Savita Gupta

https://doi.org/10.17051/ilkonline.2019.562076

Abstract

Bu çalışmanın amacı üniversite öğrencilerinin akademik ertelemelerini
ölçmek için yenilikçi bir ölçek oluşturulması ve geçerliliğinin sağlanmasıdır.
Geliştirme ve doğrulama süreci farklı adımlarda gerçekleştirildi. Faktör
analizini yapmak için uygun örnekleme tekniği ile üç yüz yirmi iki öğrenci
seçildi. Verilerin analizi, akademik ertelemenin dört faktöre ayrılabileceğini
doğruladı: zaman yönetimi; görev isteksizliği; samimiyet; kişisel girişim.
Dahası, araştırmacı, yakınsama geçerliliği için kanıtlar buldu; bu, boyutların,
zaman yönetimi, görevden kaçınma, samimiyet ve kişisel inisiyatiflerin, toplam
akademik erteleme ölçeği puanıyla pozitif korelasyon gösterdiğini gösterdi. İç
tutarlılık endeksleri, alfa katsayısı (0.889) tüm akademik erteleme ölçeği için
yeterlidir. Sonunda sonuçlar, ölçeğin yeterli psikometrik özelliklere sahip
olduğunu ortaya koydu. Bu nedenle, üniversite öğrencileri arasında akademik
ertelemeyi değerlendiren öz-denetim ölçeği olarak düşünülebilir.

Keywords

Akademik erteleme, zaman yönetimi, görevden kaçınma, samimiyet, kişisel inisiyatif

Measuring Academic Procrastination: Scale Development and Validation

Abstract

The present study was intended to construct and
validate the innovative scale to measure the academic procrastination of
university students. The development and validation process was carried out in
different steps. Three hundred twenty two students were selected via convenient
sampling technique for carrying out the factor analysis. The results of
exploratory factor analysis verified that academic procrastination can be
decomposed into four factors viz: time management; task aversiveness;
sincerity; personal initiative. Furthermore, investigator found evidence for
convergent validity, showing that dimensions viz: time management, task
aversiveness, sincerity and personal initiative were positively correlated with
total score of academic procrastination scale. The internal consistency
indices, alpha coefficient (0.889) is adequate for the entire academic
procrastination scale. So finally results revealed that the scale possesses
adequate psychometric properties. Hence it could be considered the self-administered
scale assessing academic procrastination among university students.

Keywords

Academic procrastination, time management, task aversiveness, sincerity, personal initiative

References

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