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Year 2023, , 135 - 151, 26.10.2023
https://doi.org/10.32568/jfce.1338068

Abstract

References

  • Alp, A., & Sungur, S. (2017). Investigating relationships between undergraduate students’ flow experience, academic procrastination behavior, and calculus course achievement. Eurasian Journal of Educational Research, 17(72), 1-22. https://doi.org/10.14689/ejer.2017.72.1
  • Arifiana, I. Y., Rahmawati, H., Hanurawan, F., & Eva, N. (2020). Stop academic procrastination during Covid 19: Academic procrastination reduces subjective well-being. KnE Social Sciences, 312-325. https://doi.org/10.18502/kss.v4i15.8220
  • Ashraf, M., Malik, J. A., & Musharraf, S. (2019). Academic stress predicted by academic procrastination among young adults: Moderating role of peer influence resistance. Journal of Liaquat University of Medical & Health Sciences, 18(01), 65-70. Available from: http://ojs.lumhs.edu.pk/index.php/jlumhs/article/view/76
  • Ay, Ş. Ç., Arslan, F. Z., Adigüzel, İ., & Çoban, K. (2019). Lise öğrencilerininakademik öz-yeterlik algısı ve akademik erteleme davranişi arasindaki ilişki. Düzce Üniversitesi Sosyal Bilimler Dergisi, 9(1), 116-126. Retrieved from https://dergipark.org.tr/en/pub/dusbed/issue/47156/513873
  • Aygün, N., & Topkaya, N. (2022). Akademik erteleme ve akademik mükemmeliyetçilik ile psikolojik iyi oluş arasindaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (61), 189-208. Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/68192/959606
  • Balkis, M., & Duru, E. (2022). Akademik Erteleme Ölçeği’nin kısa formunun psikometrik özelliklerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (54), 410-425. https://doi.org/10.9779/pauefd.952291
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  • Bu, X., Wu, L., & Wang, H. (2021). Impact of college students' academic procrastination on subjective well-being. Social Behavior and Personality: an international journal, 49(7), 1-13. https://doi.org/10.2224/sbp.9858
  • Cengiz, S., Yağan, F., Kara, F., & Dörtyol, Z. (2023). Ergenlerde akademik beklentilere ilişkin stres, akademik motivasyon ve okul tükenmişliği arasındaki ilişkilerin incelenmesi. Mavi Atlas, 11(1), 63-75. https://doi.org/10.18795/gumusmaviatlas.1227441
  • Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4), 156-163. https://doi.org/10.24839/2164-8204.JN19.4.156
  • Cjuno, J., Palomino-Ccasa, J., Silva-Fernandez, R. G., Soncco-Aquino, M., Lumba-Bautista, O., & Hernández, R. M. (2023). Academic procrastination, depressive symptoms and suicidal ideation in university students: a look during the pandemic. Iranian Journal of Psychiatry, 18(1), 11. https://doi.org/https://doi.org/10.18502%2Fijps.v18i1.11408
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  • Day, V., Mensink, D., & O'Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30(2), 120-134. https://doi.org/10.1080/10790195.2000.10850090
  • Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97, 143-156. https://doi.org/10.1007/s11205-009-9493-y
  • Dikmen, M., & Bahadir, F. (2021). Achievement goal orientations as a mediating variable between academic procrastination and academic achievement. International Journal of Eurasian Education and Culture, 6(13), 1028-1060. http://dx.doi.org/10.35826/ijoecc.404
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The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being

Year 2023, , 135 - 151, 26.10.2023
https://doi.org/10.32568/jfce.1338068

Abstract

Academic procrastination is a problem characterized by individuals who try to fulfil academic activities but must perform their tasks at the required time and constantly postpone their work. Researchers have conducted numerous studies to identify the antecedents and consequences of academic procrastination. However, more research on the role of academic procrastination on well-being within the framework of flow theory is required. This study aims to determine the mediating role of flow experiences in the predictive effect of academic procrastination on well-being. This study, designed following relational research, was conducted on 818 undergraduate students. Correlation analysis and mediation analysis were applied to analyze the data. The results showed that well-being and flow experiences decreased as academic procrastination increased. Mediation analysis results confirmed that the predictive effect of academic procrastination on well-being occurred through flow experiences. The results underline that flow experiences should be considered in studies to reduce academic procrastination.

References

  • Alp, A., & Sungur, S. (2017). Investigating relationships between undergraduate students’ flow experience, academic procrastination behavior, and calculus course achievement. Eurasian Journal of Educational Research, 17(72), 1-22. https://doi.org/10.14689/ejer.2017.72.1
  • Arifiana, I. Y., Rahmawati, H., Hanurawan, F., & Eva, N. (2020). Stop academic procrastination during Covid 19: Academic procrastination reduces subjective well-being. KnE Social Sciences, 312-325. https://doi.org/10.18502/kss.v4i15.8220
  • Ashraf, M., Malik, J. A., & Musharraf, S. (2019). Academic stress predicted by academic procrastination among young adults: Moderating role of peer influence resistance. Journal of Liaquat University of Medical & Health Sciences, 18(01), 65-70. Available from: http://ojs.lumhs.edu.pk/index.php/jlumhs/article/view/76
  • Ay, Ş. Ç., Arslan, F. Z., Adigüzel, İ., & Çoban, K. (2019). Lise öğrencilerininakademik öz-yeterlik algısı ve akademik erteleme davranişi arasindaki ilişki. Düzce Üniversitesi Sosyal Bilimler Dergisi, 9(1), 116-126. Retrieved from https://dergipark.org.tr/en/pub/dusbed/issue/47156/513873
  • Aygün, N., & Topkaya, N. (2022). Akademik erteleme ve akademik mükemmeliyetçilik ile psikolojik iyi oluş arasindaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (61), 189-208. Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/68192/959606
  • Balkis, M., & Duru, E. (2022). Akademik Erteleme Ölçeği’nin kısa formunun psikometrik özelliklerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (54), 410-425. https://doi.org/10.9779/pauefd.952291
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  • Biswas-Diener, R., Vittersø, J., & Diener, E. (2010). The Danish effect: beginning to explain high well-being in Denmark. Social Indicators Research, 97, 229-246. https://doi.org/10.1007/s11205-009-9499-5
  • Bu, X., Wu, L., & Wang, H. (2021). Impact of college students' academic procrastination on subjective well-being. Social Behavior and Personality: an international journal, 49(7), 1-13. https://doi.org/10.2224/sbp.9858
  • Cengiz, S., Yağan, F., Kara, F., & Dörtyol, Z. (2023). Ergenlerde akademik beklentilere ilişkin stres, akademik motivasyon ve okul tükenmişliği arasındaki ilişkilerin incelenmesi. Mavi Atlas, 11(1), 63-75. https://doi.org/10.18795/gumusmaviatlas.1227441
  • Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4), 156-163. https://doi.org/10.24839/2164-8204.JN19.4.156
  • Cjuno, J., Palomino-Ccasa, J., Silva-Fernandez, R. G., Soncco-Aquino, M., Lumba-Bautista, O., & Hernández, R. M. (2023). Academic procrastination, depressive symptoms and suicidal ideation in university students: a look during the pandemic. Iranian Journal of Psychiatry, 18(1), 11. https://doi.org/https://doi.org/10.18502%2Fijps.v18i1.11408
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  • Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In Optimal experience: psychological studies of flow in consciousness. M. Csikszentmihalyi, I. S. Csikszentmihalyi (Eds.), (p.15- 36). Cambridge University Press.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
  • Çelenk, B. & Peker, A. (2020). Ergenlerde benlik saygisinin, stresle başa çikma tarzlari ile psikolojik iyi oluş arasindaki ilişkideki aracilik rolü. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(4), 147-162. Retrieved from https://dergipark.org.tr/en/pub/asead/issue/54055/714168
  • Day, V., Mensink, D., & O'Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30(2), 120-134. https://doi.org/10.1080/10790195.2000.10850090
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Details

Primary Language English
Subjects Psychological Counseling and Guidance (Other)
Journal Section Makaleler
Authors

Aynur Karabacak Çelik 0000-0002-2225-1789

Early Pub Date October 2, 2023
Publication Date October 26, 2023
Submission Date August 4, 2023
Published in Issue Year 2023

Cite

APA Karabacak Çelik, A. (2023). The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being. Journal of Family Counseling and Education, 8(2), 135-151. https://doi.org/10.32568/jfce.1338068
AMA Karabacak Çelik A. The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being. JFCE. October 2023;8(2):135-151. doi:10.32568/jfce.1338068
Chicago Karabacak Çelik, Aynur. “The Mediating Role of Flow Experiences in the Relationship Between Academic Procrastination and Psychological Well-Being”. Journal of Family Counseling and Education 8, no. 2 (October 2023): 135-51. https://doi.org/10.32568/jfce.1338068.
EndNote Karabacak Çelik A (October 1, 2023) The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being. Journal of Family Counseling and Education 8 2 135–151.
IEEE A. Karabacak Çelik, “The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being”, JFCE, vol. 8, no. 2, pp. 135–151, 2023, doi: 10.32568/jfce.1338068.
ISNAD Karabacak Çelik, Aynur. “The Mediating Role of Flow Experiences in the Relationship Between Academic Procrastination and Psychological Well-Being”. Journal of Family Counseling and Education 8/2 (October 2023), 135-151. https://doi.org/10.32568/jfce.1338068.
JAMA Karabacak Çelik A. The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being. JFCE. 2023;8:135–151.
MLA Karabacak Çelik, Aynur. “The Mediating Role of Flow Experiences in the Relationship Between Academic Procrastination and Psychological Well-Being”. Journal of Family Counseling and Education, vol. 8, no. 2, 2023, pp. 135-51, doi:10.32568/jfce.1338068.
Vancouver Karabacak Çelik A. The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being. JFCE. 2023;8(2):135-51.