THE EFFECT OF SMARTPHONE ADDICTION AND ACADEMIC SELF-EFFICACY OF SPORTS SCIENCES STUDENTS ON ACADEMIC PROCRASTINATION BEHAVIORS

Öz

This study examined the level of predicting academic procrastination skills of sports science students' smartphone addiction and academic self-efficacy. This study, designed in the relational screening model, consists of a total of 210 university students, 61 female and 149 male. In the study, it was first determined whether the data were suitable for normal distribution. Then, Pearson correlation analysis and multiple linear regression analysis were conducted. In the study, it was determined that there was a positive relationship between smartphone addiction and academic procrastination behaviors of sports science faculty students. However, no significant relationship was found between smartphone addiction and academic self-efficacy of sports science faculty students and academic procrastination and academic self-efficacy. As a result of the regression analysis, it was seen that smartphone addiction significantly affected academic procrastination skills; however, academic self-efficacy did not have a significant effect on academic procrastination. As a result, it was determined that smartphone addiction and academic self-efficacy explained 41% of the change in academic procrastination behavior.

Anahtar Kelimeler

• Academic procrastination
• academic self-efficacy
• smartphone addiction
• sports sciences

SPOR BİLİMLERİ ÖĞRENCİLERİNİN AKILLI TELEFON BAĞIMLILIĞI VE AKADEMİK ÖZ YETERLİKLERİNİN AKADEMİK ERTELEME DAVRANIŞLARINA ETKİSİ

Öz

Bu çalışmada spor bilimleri öğrencilerinin akıllı telefon bağımlılığı ve akademik öz yeterliklerinin akademik erteleme becerilerini yordama düzeyi incelenmiştir. İlişkisel tarama modelinde kurgulanan bu araştırmaya, 61 kadın 149 erkek toplam 210 üniversite öğrencisi oluşturmaktadır. Araştırmada ilk olarak verilerin normal dağılıma uygun olup olmadığı tespit edilmiştir. Ardından pearson korelasyon analizi ve çoklu doğrusal regresyon analizi yapılmıştır. Araştırmada, spor bilimleri fakültesi öğrencilerinin akıllı telefon bağımlılıkları ile akademik erteleme davranışları arasında pozitif yönlü bir ilişki olduğu belirlenmiştir. Ancak spor bilimleri fakültesi öğrencilerinin akıllı telefon bağımlılıkları ile akademik öz yeterlik ve akademik erteleme ile akademik öz yeterlik arasında anlamlı bir ilişkinin varlığı tespit edilememiştir. Yapılan regresyon analizi sonucunda, akıllı telefon bağımlılığının akademik erteleme becerisini anlamlı şekilde etkilediği; ancak akademik öz yeterliğin akademik erteleme üzerinde anlamlı bir etki yaratmadığı görülmüştür. Sonuç olarak, akıllı telefon bağımlılığı ve akademik öz yeterliğin, akademik erteleme davranışındaki değişimin %41’ ini açıkladığı belirlenmiştir.

Anahtar Kelimeler

• Akademik erteleme
• akademik öz yeterlik
• akıllı telefon bağımlılık
• spor bilimleri

Kaynakça

1. Choi SW., Kim D., Choi JS., Ahn H., Choi EJ., Song WY., et al. (2015). Comparison of risk and protective factors associated with smartphone addiction and Internet addiction. Journal of Behavioral Addictions. 4(4), 308–314. .
2. Khoury JM., Silva Codorino Couto LF., Santos D de A., de Oliveira e Silva VH., Sousa Drumond JP., de Carvalho e Silva LL., et al. (2019). Bad choices make good stories: The impaired decision-making process and skin conductance response in subjects with smartphone addiction. Frontiers in Psychiatry. 10, 73. https:// doi.org/10.3389/fpsyt.2019.00073.
3. Kwon M., Lee JY., Won WY., Park JW., Min JA., Hahn C., … Kim DJ. (2013). Development and validation of a smartphone addiction scale (SAS). PloS One. 8(2), Article e56936. .
4. Lee J., Cho B., Kim Y., Noh, J. (2015). Smartphone addiction in university students and its implication for learning. In: G. Chen V. Kumar, Kinshuk, R. Huang, S. C. Kong (Eds.), Emerging issues in smart learning (pp. 297–305). Berlin, Heidelberg: Springer. .
5. Samaha M., Hawi, N. S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Computers in Human Behavior. 57, 321–325. .
6. Akinci T. (2021). Determination of predictive relationships between problematic smartphone use, self-regulation, academic procrastination and academic stress through modelling. International Journal of Progressive Education. 17(1), 35-53.
7. Pennay D. (2006). Community attitudes to road safety: Community attitudes survey wave 18, 2005 (No. CR 227). Canberra: Australian transport safety bureau..
8. Griffiths, M. (1995). Technological addictions. Clinical Psychology Forum, 76, 14–19. Retrieved from https://www.researchgate.net/publication/284665745_ Technological_addictions

9. Kwon M., Kim DJ., Cho H., Yang S. (2013). The Smartphone Addiction Scale: Development and validation of a short version for adolescents. PloS One. 8(12), Article e83558. .
10. Grant JE., Potenza MN., Weinstein A., Gorelick DA. (2010). Introduction to behavioral addictions. The American Journal of Drug and Alcohol Abuse. 36(5), 233–241. .
11. Stein DJ., Hollander E., Rothbaum BO. (2010). Textbook of anxiety disorders. American Psychiatric Pub. pp. 359.
12. APA, (2013). Diagnostic and statistical manual of mental disorders. Arlington: American Psychiatric Publishing.
13. Bian M., Leung L. (2015). Linking loneliness, shyness, smartphone addiction symptoms, and patterns of smartphone use to social capital. Social Science Computer Review. 33(1), 61–79.
14. Zou Z., Wang H., d’Oleire Uquillas F., Wang X., Ding J., Chen H. (2017). Definition of substance and non-substance addiction. Substance and non-substance addiction, 21-41.https://doi.org/10.1007/978-981-10-5562-1_2.
15. Soror AA., Steelman ZR., Limayem, M. (2012). Discipline yourself before life disciplines you: Deficient self-regulation and mobile phone unregulated use. In: System Science (HICSS), 2012 45th Hawaii International Conference on (pp. 849–858). New Jersey: IEEE.
16. Al-Barashdi H., Bouazza A., Jabur N. (2015). Smartphone addiction among university undergraduates: A literature review. Journal of Scientific Research and Reports. 4(3), 210–225. .
17. Hussain Z., Griffiths MD., Sheffield D. (2017). An investigation into problematic smartphone use: The role of narcissism, anxiety, and personality factors. Journal of Behavioral Addictions. 6(3), 378–386. .
18. Kim D., Lee Y., Lee J., Nam JK., Chung Y. (2014). Development of Korean smartphone addiction proneness scale for youth. PloS One. 9(5), Article e97920. .
19. Park N., Kim YC., Shon HY., Shim, H. (2013). Factors influencing smartphone use and dependency in South Korea. Computers in Human Behavior. 29(4), 1763–1770. .
20. Wang P., Lei L., Wang X., Nie J., Chu X., Jin, S. (2018). The exacerbating role of perceived social support and the “buffering” role of depression in the relation between sensation seeking and adolescent smartphone addiction. Personality and Individual Differences. 130, 129–134. .
21. Ifeanyi IP., Chukwuere JE. (2018). The impact of using smartphones on the academic performance of undergraduate students. Knowledge Management & E-Learning. 10(3), 290–308.
22. Alosaimi FD., Alyahya H., Alshahwan H., Al Mahyijari N., Shaik S. A. (2016). Smartphone addiction among university students in Riyadh, Saudi Arabia. Saudi Med. J. 37(6):675–683.
23. Ben-Yahuda, N. (2016). Execute against Japan: The US Decision to Conduct Unrestricted Submarine Warfare.
24. Lee C., Lee JS. (2017). Prevalence and Predictors of Smartphone Addiction Proneness among Korean Adolescents, Children and Youth Services Review. 77, 10-17.
25. Adeniyi A. (2019). The impact of procrastination on students’ academic performance in secondary schools. International Journal of Sociology and Anthropology Research. 5 (1)17-22.
26. Demir Y., Kutlu, M. (2018). Relationships among ınternet addiction, academic motivation, academic procrastination and school attachment in adolescents. International Online Journal of Educational Sciences. 10(5), 315-332.
27. Denizli S., Eken E. (2018). Investigation of Smartphone Addiction Among University Students in Terms of Academic Achievement, Academic Procrastination, Smartphone Usage Behaviors and Some Demographic Variables. In Conference: 27th International Congress on Educational Sciences At: Antalya/Turkey.
28. Brownlow S., Reasinger RD. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior and Personality. 15(5), 15-34.
29. Ferrari JR. (2010). Still procrastinating? The no regrets guide to getting it done. New York: J. Wiley & Sons, Inc.
30. Schouwenburg HC. (2004). Academic procrastination: Theoretical notions, measurement, and research. In: H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 3–17). Washington, DC: American Psychological Association.
31. Lay CH., Schouwenburg HC. (1993). Trait procrastination, time management, and academic behavior. Journal of Social Behavior & Personality. 8(4), 647-662.
32. Moon SM., Illingworth AJ. (2005). Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination. Personality and Individual Differences. 38(2), 297–309.
33. Ferrari JR., O’Callaghan J., Newbegin I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: Arousal and avoidance delays among adults. North American Journal of Psychology. 7(1), 1–6.
34. Rabin LA., Fogel J., Nutter-Upham KE. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology. 33(3), 344–357. .
35. Soloman LJ., Rothblum E. (1994) Academic procrastination: frequency and cognitive-behavioural correlates, Journal of Counselling Psychology. 31, pp. 503-519.
36. Balkıs M., Duru, E. (2007). Erteleme davranışı ile ilişkili karakteristik ve boyutların psikolojik danışma ve rehberlik çerçevesinde incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri. 7(1), 349-385. Retrieved from .
37. Balkis M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Egitim Arastirmalari Eurasian. Journal of Educational Research. 45, 1–16.
38. Ferrari, J. R., Keane, S. M., Wolfe, R. N., & Beck, B. L. (1998). The antecedents and consequences of academic excuse-making: Examining individual differences in procrastination. Research in Higher Education, 39(2), 199–215.
39. Hen M., Goroshit M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A Comparison between students with and without learning disabilities. Journal of Learning Disabilities. 47(2), 116–124. doi:10.1177/0022219412439325.
40. Özer A., Altun E. (2011). The Reasons for academic procrastination among university students. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi. 11(21), 45-72.
41. Sadler CD., Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports. 84, 686-688. .
42. Bandura A. (1997). Self-efficacy: The exercise of control. New York, NY: Worth Publisher.
43. Farran B. (2004). Predictors of academic procrastination ın college students. Unpublished Doctoral Dissertation, Fordham University. ABD.
44. Kandemir M. (2010). Akademik erteleme davranışını açıklayıcı bir model. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. Ankara.
45. Klassen RM., Krawchuk LL., Rajani S. (2008). Academic procrastination of undergraduates: Low selfefficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology. 33(4), 915-931.
46. Bandura A. (2000). Self-efficacy: The foundation of agency. En Perrig WJ. & Grob A. Editores, Control of human behavior, mental processes and consciousness. Erlbaum.
47. Gao Z., Lochbaum M., Podlog, L. (2011). Self-efficacy as a mediator of children’s achievement motivation and in-class physical activity. Perceptual and Motor Skills. 113, 969–981. doi:10.2466/06.11.25. PMS.113.6.969-981.
48. Pintrich P., García T. (1993). Intraindividual differences in students’ motivation and self-regulated learning. German Journal of Educational Psychology. 7(3), 99-107.
49. Wilson K., Narayan A. (2016). Relationships among personal task self-efficacy, self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment. Educational Psychology. 36(2), 236-253. https://doi.org/10.1080/01443 410.2014.926312.
50. Jiang Y., Song J., Lee M., Bong M. (2014). Self-efficacy and achievement goals as motivational links between perceived contexts and achievement. Educational Psychology. 34(1), 92-117. https://doi.org/10.1080/014434 10.2013.863831.
51. Arias-Chávez D., Ramos-Quispe T., Villalba-Condori KO., Postigo-Zumarán JE. (2020). Academic procrastination, self-esteem, and self-efficacy in first-term university students in the city of Lima. International Journal of Innovation, Creativity and Change. 11(10), 339-357.
52. Scholz U., Schwarzer R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology. 139(5), 439-457.
53. Bandura A. (1985). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
54. Brown CM., Kimble CE. (2009). Personal, interpersonal, and situational influences on behavioral self-handicapping. The Journal of Social Psychology. 149(6), 609-626. .
55. Chorba K., Was CA., Isaacson RM. (2012). Individual differences in academic identity and self-handicapping in undergraduate college students. Individual Differences Research. 10(2), 60-68.
56. Kearns H., Forbes A., Gardiner M. (2007). A cognitive behavioural coaching intervention for the treatment of perfectionism and self-handicapping in a nonclinical population. Behaviour Change. 24(3), 157-172. .
57. Leondari A., Gonida E. (2007). Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology. 77, 595-611. .
58. Meyer CL. (2000). Academic procrastination and self-handicapping: Gender differences in response to non-contingent feedback. Procrastination: Current Issues and New Directions [Special Issue]: Journal of Social Behavior and Personality. 15(5), 87-102.
59. Rhodewalt F., Hill K. (1995). Self-handicapping in the classroom: The effects of claimed self-handicaps on responses to academic failure. Basic and Applied Social Psychology. 16(4), 397-416. .
60. Steel P., Brothen T., Wambach C. (2001). Procrastination and personality, performance, and mood. Personality and Individual Differences. 30(1), 95-106. .
61. Thomas CR., Gadbois SA. (2007). Academic self-handicapping: The role of self-concept clarity and students’ learning strategies. British Journal of Educational Psychology. 77, 101-119. .
62. Tice DM. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology. 60(5), 711-725. .
63. Trice A., Milton C. (1987). Locus of control as a predictor of procrastination among adults in correspondence course. Perceptual and Motor Skills. 65, 1002. https://doi.org/10.2466/pms.1987.65.3.1002.
64. Christensen LB., Johnson RB., Turner LA. (2015). Araştırma yöntemleri desen ve analiz (Çev. Ed. Ahmet Alpay). Ankara: Anı Yayıncılık.
65. Karasar N. (2021). Bilimsel araştırma yöntemi: Kavramlar-ilkeler-teknikler. Ankara: Nobel Yayin Dagitim.
66. Patton MQ. (2005). Qualitative research. Encyclopedia of statistics in behavioral science.
67. Yıldırım A., Şimşek H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
68. Noyan CO., Enez Darçın A., Nurmedov S., Yılmaz O., Dilbaz, N. (2015). Akıllı Telefon Bağımlılığı Ölçeğinin Kısa Formunun üniversite öğrencilerindeTürkçe geçerlilik ve güvenilirlik çalışması. Anatolian Journal of Psychiatry/Anadolu Psikiyatri Dergisi. 16.
69. Jerusalem M., Schwarzer R. (1981). Fragebogen zur Erfassung von "Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In: R. Schwarzer (Hrsg.). (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
70. Yılmaz M., Gürçay D., Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 33(33), 253-259.
71. McCloskey JD. (2011). Finally, my thesis on academic procrastination (Master's thesis). Retrieved from ProQuest, UMI Dissertations Publishing. (1506326).
72. Balkıs M., Duru, E. (2022). Akademik erteleme ölçeği’nin kısa formunun psikometrik özelliklerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. (54), 410-425.
73. Hair JF., Ringle CM., Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning. 46(1-2), 1-12.
74. Albursan IS., Al. Qudah MF., Al-Barashdi HS., Bakhiet SF., Darandari E., Al-Asqah SS., ... & Albursan HI. (2022). Smartphone addiction among university students in light of the COVID-19 pandemic: Prevalence, relationship to academic procrastination, quality of life, gender and educational stage. International Journal of Environmental Research and Public Health. 19(16), 10439.
75. Behzad R. (2021). The relationship between smartphone addiction and procrastination. Annals of the Romanian Society for Cell Biology. 8316-8323.
76. Liu. H. (2018). The Mediating Role of Achievement Motivation in College Students’ Cell Phone Dependence and Academic Procrastination.
77. Özyer KK., Altınsoy, F. (2023). Academic procrastination of university students: The role of problematic internet use, self-regulated online learning, and academic self-efficacy. Malaysian Online Journal of Educational Technology. 11(1), 77-93.
78. Erdoğan U., Pamuk M., Eren-Yürük S., Pamuk, K. (2013). Academic procrastination and mobile phone. In International Academic Conference on Education, Teaching and E-learning.
79. Demir Y. (2017). Ergenlerde internet bağımlılığı, akademik güdülenme, akademik erteleme ve okula bağlanma arasındaki ilişkiler. Doktora Tezi, İnönü Üniversitesi. Malatya.
80. Im IC., Jang KA. (2017). The Convergence Influence of excessive smartphone use on attention deficit, learning environment, and academic procrastination in health college students. Journal of the Korea Convergence Society. 8(12), 129-137.
81. Qaisar S., Akhter N., Masood A., Rashid, S. (2017). Problematic mobile phone use, academic procrastination and academic performance of college students. Journal of Educational Research. 20(2), 201-214.
82. Boyalı C. (2020). Öz-kontrol ile akademik erteleme arasındaki ilişkide akıllı telefon bağımlılığının aracı rolünün incelenmesi. Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü. İstanbul.
83. Güngör AB., Koçak O. (2020). Üniversite öğrencilerinin akıllı telefon bağımlılığı ve akademik erteleme davranışı arasındaki ilişkininin incelenmesi. Eğitim ve Toplum Araştırmaları Dergisi/JRES. 7(2),397-419.
84. Doğan Koç H. (2022). Üniversite öğrencilerinin teknoloji bağımlılıklarının akademik erteleme davranışları üzerine etkisi. Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü.
85. Kirschner PA., Karpinski AC. (2010). Facebook ve akademik performans. İnsan Davranışında Bilgisayarlar. 26(6), 1237-1245.
86. Engin G., Genç S. Z. (2020). Öğretmen adaylarının akıllı telefon ekran kullanım süreleri ile akademik erteleme davranışları arasındaki ilişkinin incelenmesi. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi Celal Bayar University Journal of Social Sciences. 18(1), 314-325
87. Akdemir NT. (2013. İlköğretim öğrencilerinin facebook tutumları ile akademik erteleme davranışları ve akademik başarıları arasındaki ilişkilerin incelenmesi. Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü. İstanbul.
88. Gürültü E. (2016). Lise öğrencilerinin sosyal medya bağımlılıkları ve akademik erteleme davranışları arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
89. Yang Z., Asbury K., Griffiths MD. (2018). An exploration of problematic smartphone use among chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective wellbeing. International Journal of Mental Health and Addiction. 17(3), 596-614
90. Odacı H., Berber Çelik Ç. (2011). Üniversite öğrencilerinin problemli internet kullanımlarının akademik öz-yeterlik, akademik erteleme ve yeme tutumları ile ilişkisi. 5th International Computer & Instructional Technologies Symposium. Fırat University, 22-24 September 2011, Elazığ.
91. Dirik K. (2016). Ergenlerde akıllı telefon bağımlılığı ile öz-güven arasındaki ilişkilerin çeşitli değişkenler açısından incelenmesi. Yüksek Lisans Tezi, İstanbul Gelişim Üniversitesi Sağlık Bilimleri Enstitüsü. İstanbul.
92. Demirel EN., Kumcağız H. (2019). Ortaokul öğrencilerinin akıllı telefon bağımlılığı ile sosyal ilişkileri. Turkish Studies - Information Technologies and Applied Sciences. 14(1): 45-59.
93. Erkişi EP., Sağlam M. (2020). Ergenlerde internet bağımlılığının öz-yeterliğe etkisinin incelenmesi. İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi. 8(1), 46-71.
94. Özaltın E., Söyler HÇ., Günay E. (2022). Ortaokul öğrencilerinde akıllı telefon bağımlılığı, algılanan anne baba tutumu, sosyal dışlanma ve akademik özyeterlilik. Sosyal, Beşeri ve İdari Bilimler Dergisi. 5(8), 1093-1109.
95. Judd T. (2014). Making sense of multitasking: The role of Facebook. Computers & Education. 70, 194-202.
96. Lepp A., Barkley J., Karpınşık A. (2014). The relationship between cell phone use, academic performance, anxiety and satisfaction with life in college students. Computers in Human Behavior. 31: 343-350.
97. Yıldırım S. (2018). Ergenlerin öznel iyi oluş ve anne baba tutumları ile akıllı telefon bağımlılığı arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi. Yüksek Lisans Tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü. Sakarya.
98. Geng J., Han L., Gao F., Jou M., Huang CC. (2018). Internet addiction and procrastination among chinese young adults: A moderated mediation model. Computers in Human Behavior. 84: 320- 333.
99. Kocaaslan EN., Kostak MA., Özdilek S., Topçu N. (2021). Hemşirelik bölümü öğrencilerinin internet bağımlılığı ve akademik öz yeterlilik düzeyleri. Türkiye Klinikleri Hemşirelik Bilimleri Dergisi. 13(3), 493-501.
100. Akbay SE., Gizir CA. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme: akademik güdülenme, akademik öz yeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi. 6(1), 60-78.
101. Aydoğan D. (2008). Akademik erteleme davranışının benlik saygısı, durumluluk kaygı ve öz-yeterlik ile açıklanabilirliği. Yüksek Lisans Tezi, Gazi Üniversitesi. Ankara.
102. Berber Çelik Ç. (2014). Akademik ertelemenin bazı psiko-sosyal değişkenlere göre açıklanması ve gerçeklik terapisine dayalı akademik erteleme ile başa çıkma eğitim programının etkiliğinin sınanması. Doktora Tezi, Karadeniz Teknik Üniversitesi. Trabzon.
103. Ferrari JR., Parker JT., Ware CB. (1992). Academic procrastination: Personality correlates with Myers Briggs types, self-efficacy, and academic locus of control. Journalof Social Behavior and Personality. 7(3), 495-502.
104. Haycock LA., McCarthy P., Skay CL. (1998). Procrastination in college students: Therole of self‐ efficacy and anxiety. Journal of Counseling & Development. 76(3), 317-324.
105. Li L., Gao H., Xu, Y. (2020). The mediating and buffering effect of academic self-efficacyon the relationship between smartphone addiction and academic procrastination. Computers & Education. 159, 1-11.
106. Pfister T. (2002). The effect of self-monitoring on academic procrastination, self eficacy and achievement. The Florida State University College of Education, Florida.
107. Sirois F. (2004). Procrastination and intentions to perform health behaviors: The role of self-efficacy and the consideration of future consequences. Personality and Individual Differences. 37(1), 115-128.
108. Şengül M., Seyfi RÖ. (2020). Türkçe öğretmeni adaylarının akademik erteleme davranışları ile akademik öz yeterlikleri arasındaki ilişkinin incelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi. 9(3), 755-773.
109. Wang M., Qian M., Wang W., Chen R. (2011). Effects of group counseling based on self-efficacy for self-regulated learning in students with academic procrastination. Chinese Mental Health Journal. 25(12), 921-926.
110. Wäschle K., Allgaier A., Lachner A., Fink S., Nückles M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction. 29, 103–114. https://doi.org/10.1016/j.learninstruc.2013.09.005.
111. Wolters CA. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology. 95(1), 179-187. https://doi.org/10.1037/0022-0663.95.1.179.
112. Niazov Z., Hen M., Ferrari JR. (2022). Online and academic procrastination in students with learning disabilities: the impact of academic stress and self-efficacy. Psychological Reports. 125(2), 890-912.
113. Haghbin M., McCaffrey A., Pychyl TA. (2012). The complexity of the relation between fear of failure and procrastination. Journal of Rational-Emotive & Cognitive Behavior Therapy. 30(4), 249–263.
114. Soh PCH., Koay KY., Chew KW. (2017). Conceptual view of cyber loafing and non-work domain. SHS Web of Conferences, 33, 1–6.