ÜNİVERSİTE ÖĞRENCİLERİNDE AKADEMİK ERTELEME İLE EBEVEYN KABUL REDDİ ARASINDAKİ İLİŞKİDE DUYGU DÜZENLEME GÜÇLÜĞÜNÜN ROLÜ

Yıl 2026, Cilt: 28 Sayı: 1, 15 - 43, 15.03.2026

Sümeyye Sema Yılmaz Çoban , Mustafa Şahin , Demet Vural Yüzbaşı

https://doi.org/10.16953/deusosbil.1641626

https://izlik.org/JA99SC82BU

Öz

Belirli bir görevin veya sorumluluğun yerine getirilmesine ilişkin davranışların geciktirilmesine karşılık gelen erteleme olgusu, bireyin psikososyal açıdan güçlükler yaşamasına yol açabilmektedir. Bu doğrultuda son yıllarda yapılan araştırmalarda erteleme ile ilişkili olabilecek bireysel, sosyal ve ailesel unsurlara yönelik ilgi artmıştır. Bu araştırmanın amacı, üniversite öğrencilerinde akademik erteleme eğilimi ile ebeveynden algılanan kabul-ret ve duygu düzenleme güçlüğü arasındaki ilişkilerin incelenmesidir. Araştırmanın örneklemi, öğrenim görmekte olan 422 üniversite öğrencisinden (x̄ = 21.27, SS = 1.99) oluşmaktadır. Araştırmada kullanılan ölçekler, Akademik Erteleme Eğilimi Ölçeği, Yetişkin Ebeveyn Kabul Ret Ölçeği ve Duygu Düzenleme Güçlüğü Ölçeği (DDGÖ-16)’dir. Veriler bağımsız örneklemler için t-testi, Pearson korelasyon, hiyerarşik regresyon ve aracılık analizleri ile analiz edilmiştir. Korelasyon analizleri, akademik ertelemenin duygu düzenleme güçlüğü toplam puanı, alt boyutları ve ebeveyn reddi ile pozitif yönde, ebeveyn kabulü ile negatif yönde ilişkili olduğunu göstermektedir. Hiyerarşik regresyon analizi, ebeveyn reddi ve duygu düzenleme güçlüğünün akademik ertelemeyi anlamlı bir şekilde yordadığını ortaya koymuştur. Aracılık analizleri ise duygu düzenleme güçlüğünün, ebeveyn reddi ile akademik erteleme arasındaki ilişkide kısmi aracılık rolü üstlendiğini göstermiştir. Bulgular, akademik erteleme davranışlarının hem aile içi ilişkiler hem de bireysel duygu düzenleme becerileri ile güçlü bir şekilde ilişkilendirilebileceğini göstermektedir. Bu kapsamda önleyici müdahale çalışmalarında duygu düzenleme becerilerine odaklanılması, akademik ertelemenin erken dönem ve değişmez yapıdaki unsurlar ile bağlantılı etkilerini düzenlemek adına önemli görülmektedir.

Anahtar Kelimeler

Akademik Erteleme , Ebeveyn Kabul-Ret , Duygu Düzenleme

Etik Beyan

Bu araştırma için İzmir Kâtip Çelebi Üniversitesi Sosyal Araştırmalar Etik Kurulu’ndan 22.05.2024 tarihli ve 2024/09-10 sayılı karar ile etik kurul onayı alınmıştır.

THE ROLE OF EMOTION REGULATION DIFFICULTY IN THE RELATIONSHIP BETWEEN ACADEMIC PROCRASTINATION AND PARENTAL ACCEPTANCE REJECTION IN UNIVERSITY STUDENTS

https://izlik.org/JA99SC82BU

Öz

The phenomenon of procrastination, which corresponds to delaying the behaviours related to the fulfilment of a certain task or responsibility, may cause the individual to experience psychosocial difficulties. Accordingly, recent studies have increased interest in individual, social and familial factors that may be related to procrastination. The aim of this study is to examine the relationships between academic procrastination tendency and perceived parental acceptance-rejection and emotion regulation difficulties in university students. The sample of the study consisted of 422 university students (M = 21.27, SD = 1.99). The scales used in the study were the Academic Procrastination Tendency Scale, the Adult Parental Acceptance Rejection Scale, and the Difficulty in Emotion Regulation Scale. The data were tested with independent samples t-test, Pearson product-moment correlation analysis, hierarchical regression and mediation analyses. Correlation analyses showed that academic procrastination was positively correlated with emotion dysregulation difficulties total score, sub-dimensions and parental rejection, and negatively correlated with parental acceptance. In the two-step hierarchical regression analysis, only maternal rejection significantly predicted academic procrastination in the first step, while in the second step, difficulty in emotion regulation was identified as the only significant predictor of academic procrastination. Mediation analyses showed that emotion dysregulation partially mediated the relationship between maternal and paternal rejection and academic procrastination. The findings suggest that academic procrastination behaviours may be strongly associated with both family relationships and individual emotion regulation skills. In this context, it is important to focus on emotion regulation skills in preventive intervention studies in order to regulate the effects of academic procrastination related to early and immutable elements.

Anahtar Kelimeler

Academic Procrastination , Parental Acceptance , Parental Rejection , Emotion Regulation

Etik Beyan

For this study, ethical approval was obtained from the Social Research Ethics Committee of İzmir Kâtip Çelebi University with decision number 2024/09-10 dated 22 May 2024.

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