Üniversite Öğrencilerinde Akademik Ertelemenin Yordayıcısı Olarak İnternet Bağımlılığı ve Dikkat Eksikliği

Öz

Bu araştırmada, üniversite öğrencilerinde akademik erteleme davranışını yordayan değişkenler olarak internet bağımlılığı ve dikkat eksikliği incelenmiştir. Çalışma grubunu, 2023–2024 eğitim-öğretim yılında Çukurova Üniversitesi’nin farklı fakültelerinde öğrenim gören 442 öğrenci (256 kadın, 186 erkek) oluşturmuştur. Veriler, Akademik Erteleme Ölçeği, Young İnternet Bağımlılığı Testi–Kısa Formu ve Erişkin Dikkat Eksikliği Hiperaktivite Bozukluğu Kendi Bildirim Ölçeği aracılığıyla toplanmış; analizler çoklu regresyon yöntemi ile gerçekleştirilmiştir. Bulgular, internet bağımlılığı (β = .26, t(439) = 5.26, p < .001) ve dikkat eksikliğinin (β = .25, t(439) = 5.07, p < .001) akademik ertelemenin anlamlı yordayıcıları olduğunu göstermiştir. Modelin toplam açıklayıcılığı %20 (R² = .20) olarak bulunmuştur. Sonuçlar, akademik ertelemenin yalnızca bireysel tercih veya zaman yönetimi yetersizliğiyle değil; bilişsel, davranışsal ve motivasyonel süreçlerle şekillenen çok boyutlu bir olgu olduğunu ortaya koymaktadır. Araştırma bulguları, üniversite öğrencilerinde erteleme davranışını azaltmaya yönelik olarak dikkat kontrolünü güçlendiren, öz-düzenlemeyi destekleyen ve dijital farkındalığı artıran bütüncül müdahale programlarının geliştirilmesi gerektiğine işaret etmekte ve literatüre hem kuramsal hem de uygulamalı düzeyde önemli katkılar sunmaktadır.

Anahtar Kelimeler

• Akademik erteleme
• internet bağımlılığı
• dikkat eksikliği
• üniversite öğrencileri

Internet Addiction and Attention Deficit as Predictors of Academic Procrastination among University Students

Öz

This study examined internet addiction and attention deficit as predictors of academic procrastination among university students. The study group consisted of 442 students (256 females, 186 males) enrolled in various faculties of Cukurova University during the 2023–2024 academic year. Data were collected using the Academic Procrastination Scale, the Young Internet Addiction Test–Short Form, and the Adult Attention Deficit Hyperactivity Disorder Self-Report Scale, and were analyzed using multiple regression analysis. The findings indicated that both internet addiction (β = .26, t(439) = 5.26, p < .001) and attention deficit (β = .25, t(439) = 5.07, p < .001) were significant predictors of academic procrastination. The model explained 20% of the total variance (R² = .20). The results reveal that academic procrastination is not merely a matter of personal choice or insufficient time management but rather a multidimensional phenomenon shaped by cognitive, behavioral, and motivational processes. Overall, the findings emphasize the need to develop comprehensive intervention programs aimed at reducing procrastination among university students by enhancing attention control, supporting self-regulation, and increasing digital awareness. The study provides valuable theoretical and practical contributions to the literature on understanding and addressing academic procrastination in higher education settings.

Anahtar Kelimeler

• Academic procrastination
• internet addiction
• attention deficit
• university students

Kaynakça

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