Academic procrastination behavior in nursing students: the role of academic motivation, academic self-efficacy and academic attributional style

Yıl 2022, , 53 - 59, 25.08.2022

Mehmet Kaplan , Zeynep Güngörmüş

https://doi.org/10.29228/anatoljhr.57730

Cited By: 1

Öz

Aim: The purpose of this study, is to examine the extend to which the academic motivation the academic uploading styles and the academic self- efficacy belief how predicts the academic procrastination behavior in nursing students.
Methods: This cross-sectionally research was carried out on 747 nursing students in the Faculty of Health Sciences. The size of the sample is determined to be 476 students. In this study, Academic Procrastination Scale, Academic Motivation Scale, Academic Self- Efficacy Scale and Academic Attributional Style Scale were used. Number, percentage, mean, t-test, and analysis of variance (ANOVA) tests were used to evaluate the data.
Results: Students’ academic procrastination behavior (52.2±11.6), academic self-efficacy beliefs (16.8±3.8), the level of academic motivation with a total score of (66.9±12.3), were found at a high level. Regression model with meaningfulness (F=4.898, p=0.002), in the negative meaning of the academic procrastination behavior (t=-.571, p=0.010) and the strongest predictor and variable is the academic self-sufficiency that explains of 12.3%. The second variable that predicts the academic procrastination behavior is the academic motivation and explains of 9% as (t=-.891, p=0.050) meaningfully in the negative direction.
Conclusion: As students' motivation and self-efficacy increase, they do less procrastination. Future studies may be conducted with different variables (anxiety, fear of success, fear of failure, depression, perfectionism, self-esteem, academic achievement, stress, control orientation, asociality, age) associated with academic procrastination behavior.

Anahtar Kelimeler

academic motivation, academic postpoment, academic self efficacy, nursing

Hemşirelik öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü

Öz

Amaç: Hemşirelik öğrencilerinde akademik güdülenme, akademik yükleme stilleri ve akademik özyeterlik inancının akademik erteleme davranışlarını ne derecede yordadığını incelemektir.
Yöntem: Kesitsel tipteki bu araştırma Sağlık Bilimleri Fakültesinde öğrenim gören 747 hemşirelik öğrencisi üzerinde gerçekleştirilmiştir. Örneklem büyüklüğü 476 öğrenci olarak belirlenmiştir. Bu çalışmada Akademik Ertleme Ölçeği, Akademik Güdülenme Ölçeği, Akademik Öz-yeterlik Ölçeği ve Akademik Yükleme Stilleri Ölçeği kullanıldı. Verileri değerlendirmek için sayı, yüzde, ortalama, t-testi, varyans analizi (ANOVA), korelasyon ve regresyon analizi testleri kullanıldı.
Bulgular: Öğrencilerin akademik erteleme davranışları (52.2±11.6), akademik özyeterlik inançları (16.8±3.8), akademik güdülenme düzeyi toplam (66.9±12.3) puan ortalamaları yüksek düzeyde bulunmuştur. Regresyon modelimiz anlamlı olmakla birlikte (F=4.898, p=0.002) akademik erteleme davranışını negatif yönde anlamlı (t=-.571, p=0.010) en güçlü yordayan değişken %12.3’ünü açıklayan akademik öz yeterliliktir. Akademik erteleme davranışını ikinci sırada yordayan değişken ise Akademik güdülenme olup %9’unu negatif yönde anlamlı (t=-.891, p=0.050) olarak açıklamaktadır.
Sonuçlar: Öğrencilerin güdülenme ve öz-yeterliği arttıkça daha az erteleme yaparlar. Gelecekte akademik erteleme davranışı ile ilişkili farklı değişkenler (kaygı, başarı korkusu, başarısızlık korkusu, depresyon, mükemmeliyetçilik, benlik saygısı, akademik başarı, stres, kontrol yönelimi, asosyallik, yaş) ile çalışmalar yapılabilir.

Anahtar Kelimeler

akademik güdülenme, akademik erteleme, akademik özyeterlilik, hemşirelik

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