ÜNİVERSİTE ÖĞRENCİLERİNİN AKADEMİK ERTELEME DAVRANIŞI, GENEL YETKİNLİK İNANCI VE SORUMLULUKLARININ İNCELENMESİ

Year 2013, Volume: 14 Issue: 2, 237 - 254, 01.05.2013

Öner Çelikkaleli Sinem Evin Akbay

Abstract

Bu çalışmanın amacı, eğitim fakültesi öğrencilerinde akademik erteleme, genel yetkinlik inancı ve sorumluluk düzeyi arasındaki ilişkiyi incelemektir. Bununla birlikte, cinsiyet, mezun olunan lise türü ve sınıf düzeylerine göre akademik erteleme, genel yetkinlik inancı ve sorumluluk düzeyleri incelenmiştir. Verilerin analizinden elde edilen sonuçlara göre; üniversite öğrencilerinin akademik erteleme davranışları ile genel yetkinlik inançları, başkalarına karşı sorumluluk ve kendilerine karşı sorumluluk düzeyleri arasında anlamlı bir ilişki bulunmuştur. Cinsiyet değişkenine ilişkin elde edilen bulgularda ise; erkek öğrencilerin daha fazla akademik erteleme davranışı gösterme eğiliminde oldukları, kız öğrencilerin de daha fazla kendine karşı sorumluluk duygusuna sahip olduğu görülmektedir. Son olarak sınıf düzeyi değişkenine bakıldığında ise; 4. sınıf öğrencileri 1., 2. ve 3. sınıf öğrencilerine göre daha fazla yetkinlik inancına, 2. ve 3. sınıflara göre daha fazla kendine karşı sorumluluk duygusuna, yine 2. ve 3. Sınıflara göre daha az akademik erteleme davranışı eğilimine sahip oldukları görülmektedir.

Keywords

Üniversite Öğrencileri, Akademik Erteleme, Genel Yetkinlik İnancı ve Sorumluluk

The Investigation of University Students’ Academic Procrastination, General Self-Efficacy Belief and Responsibility

Abstract

The aim of this study is to investigate the correlation between academic procrastination, general self-efficacy belief, and responsibility of students in education faculty. Further, academic procrastination, general self-efficacy belief and responsibility of students are illustrated according to gender, the graduated high school, and their grades. According to results, there is a significant correlation between university students’ academic procrastination and general self-efficacy beliefs, and there is a meaningful correlation between responsibility towards others and towards themselves. The results based on gender variable present that male students show more tendencies towards academic procrastination behavior, and female students have more responsibility towards themselves. When the grades of students are investigated, it is seen that 4th grade students are more self-efficacious than 1st, 2nd and 3rd grade students, and have more responsibility feelings towards themselves than 2nd and 3rd grade students, and have less tendency towards academic postponement than 2nd and 3rd grade students

Keywords

University students, Academic Procrastination, General Self-Efficacy Belief, Responsibility

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