[Sınıf öğretmeni adaylarının akademik erteleme davranışını yordayan değişkenler]

Yıl 2016, Cilt: 6 Sayı: 1, 43 - 61, 01.04.2016

Asuman Seda Saracaloğlu , İbrahim Gökdaş

Öz

insanlar çeşitli neden ve gerekçelerle sorumluluklarını ertelemektedirler. Erteleme
davranışı özellikle üniversite öğrencileri arasında yaygındır ve başarıyı olumsuz yönde
etkileyen önemli faktörlerden birisidir (Akinsola, Tella & Tella, 2007; Balkıs & Duru, 2010).
Görevden hoşlanmama (Milgram, Sroloff & Rosebaum, 1988), sınav kaygısı (Cassady &
Johnson, 2002), düşük öz-saygı (Ferrari & Landreth, 2015; Klassen, Krawchuk & Rajani, 2007),
motivasyon eksikliği (Franziska, Manfred & Stefan, 2007) gibi değişkenler ertelemeye neden
olan faktörler arasında sayılmaktadır. Bazı çalışma bulguları (Balkıs & Duru, 2009; 2010;
Fritzsche, Young & Hickson, 2003; Tuckman, 1998) akademik erteleme ile akademik
başarı/performans arasında negatif ilişkiler olduğu yönündedir. Yine erteleme davranışının
düşük akademik başarı (Owens & Newbegin, 2000; Tuckman, 2002; Tuckman, Abry & Smith,
2002; Young & Hickson, 2003; Carden, Bryant & Moss, 2004; Balkıs, Duru, Buluş & Duru, 2006;
Fritzsche, & Seo, 2011), mükemmelliyetçilik (Flett, Blankstein, Hewit & Koledin; Steel, 2007),
göreve karşı ilgi (Schraw, Wadkins & Olafson, 2007), öz-yeterlilik (McCarthy & Skay, 1998;
Akbay & Gizir, 2010; Haycock,), gibi birçok değişken ile ilişkili olduğu belirtilmektedir.

Anahtar Kelimeler

Akademik erteleme, Akademik özyeterlik, Akademik güdülenme, Öğretmen adayı

Variables that predict academic procrastination behavior in prospective primary school teachers

Öz

This study aimed to examine the variables predicting academic procrastination behavior of prospective primary school teachers and is conducted using the correlational survey model. The study group is composed of 294 undergraduate students studying primary school teaching programs in faculties of education at Adnan Menderes, Pamukkale, and Muğla Sıtkı Koçman Universities in Turkey. The data collection instruments used were the Procrastination Assessment Scale Students (PASS), Academic Self-Efficacy Scale (ASES), and Academic Motivation Scale (AMS). While analyzing the gathered data, descriptive analysis techniques were utilized. Moreover, while analyzing the data, power of variables namely reasons of academic procrastination, academic motivation, and academic efficacy to predict prospective primary school teachers’ academic procrastination tendencies were tested. For that purpose, stepwise regression analysis was employed. It was found that nearly half of the prospective primary school teachers displayed no academic procrastination behavior. Participants’ reasons for procrastination were fear of failure, laziness, taking risks, and rebellion against control. An average level significant correlation was found between participants’ academic procrastination and other variables. As a result, it was identified that prospective primary school teachers had less academic procrastination than reported in literature and laziness, fear of failure, academic motivation predicted academic procrastination

Anahtar Kelimeler

Academic procrastination behavior, Academic self-efficacy, Academic motivation, Prospective teacher

Kaynakça

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