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Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement

Yıl 2017, Cilt: 17 Sayı: 72, 1 - 22, 20.11.2017

Öz

Purpose: Calculus is generally offered as a freshman-year course and is a prerequisite for some advanced STEM-related courses in some undergraduate programs. However, some students experience difficulties in Calculus courses, leading to lower levels of achievement. Thus, there is a need to examine the factors which may be related to students’ achievement in Calculus courses. According to relevant literature, procrastination can diminish students’ achievement. Additionally, flow emerges as an important factor that may be related to students’ achievement and procrastination, but these relationships have not been studied in the context of Calculus courses.The purpose of this study was twofold. Firstly, undergraduate students’ academic procrastination was examined in relation to dimensions of flow experiences in a Calculus-I course. Secondly, undergraduate students’ academic achievement in Calculus-I course was explored in relation to their academic procrastination and dimensions of flow experiences. Research Methods: A total of 117 undergraduate students (54% female and 46% male, Mage=23.00) from various departments participated in an online survey. Findings: Multiple regression analysis showed that among flow-experience dimensions, “concentration on the task at hand” was negatively related to procrastination. In addition, two-step hierarchical regression analysis indicated that procrastination negatively predicted achievement in the first step. However, in the second step, only the “challenge-skills balance” dimension of flow positively predicted achievement. Implications for Research and Practice: In Calculus courses, if students are given tasks that foster their focus, their procrastination behavior can be diminished. In addition, if they are given tasks that are appropriate to their level and skills, their academic achievement can be predictably higher. In this context, real-life applications should relate to students’ own interests and skills. Therefore, their academic achievement can be higher.

Kaynakça

  • Aitken, M. E. (1982). A personality profile of the college student procrastinator. Dissertation Abstracts 43A, 722-723.
  • Akinsola, M. A. & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 363-370.
  • Asci F.H., Caglar E., Eklund R., Altintas A. & Jackson S. (2007) Optimal performans duygu durum-2 olcekleri’nin uyarlama calismasi. [The adaptation study of dispositional flow scale-2 and flow state scale -2] Hacettepe Journal of Sport Sciences, 18, 182-196.
  • Asikhia, O. A. (2010). Academic procrastination in mathematics: Causes, dangers and implications of counselling for effective learning. International Education Studies, 3(3), 205-210.
  • Baker, F. A., & MacDonald, R. A. (2013). Flow, identity, achievement, satisfaction and ownership during therapeutic songwriting experiences with university students and retirees. Musicae Scientiae, 17, 131-146.
  • Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22 15
  • Balkıs, M. (2006). Ogretmen adaylarının davranislarindaki erteleme egiliminin, dusunme ve karar verme tarzları ile iliskilerinin incelenmesi, [The relationships between student teachers’ procrastination behaviors, and decision-making styles] Yayınlanmamis Doktora Tezi. Dokuz Eylul Universitesi Egitim Bilimleri Enstitusu, İzmir.
  • Bassi, M., Steca, P., Monzani, D., Greco, A., & Delle Fave, A. (2014). Personality and optimal experience in adolescence: Implications for well-being and development. Journal of Happiness Studies, 15(4), 829-843.
  • Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of Social Behavior and Personality, 15(5), 3-13.
  • Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents to student procrastination. Australian Psychologist, 23(2), 207-217.
  • Brinthaupt, T. M., & Shin, C. M. (2001). The relationship of academic cramming to flow experience. College Student Journal, 35(3), 457-472.
  • Bruinsma, M., & Jansen, E. P. (2009). When will I succeed in my first‐year diploma? Survival analysis in Dutch higher education. Higher Education Research & Development, 28(1), 99-114.
  • Carli, M., Delle Fave, A., & Massimini, F. (1988). The quality of experience in the flow channels: Comparison of Italian and U.S. students. In
  • M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp.288-306). Cambridge, Cambridge University Press.
  • Choe, K., Kang, Y., Seo, B. S., & Yang, B. (2015). Experiences of learning flow among Korean adolescents. Learning and Individual Differences, 39, 180–185.
  • Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of "active" procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
  • Collins, A. L., Sarkisian, N., & Winner, E. (2009). Flow and happiness in later life: An investigation into the role of daily and weekly flow experiences. Journal of Happiness Studies, 10(6), 703-719.
  • Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
  • Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15(3), 41-63.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.
  • Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention. New York: Harper Collins. 16 Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22
  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.
  • Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. San Francisco: Jossey Bass.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Eds.), Improving academic achievement: Impact of psychological factors on education (pp. 61-87). San Diego: Academic Press.
  • Duru, E., & Balkis, M. (2014). The role of academic procrastination tendency on the relationships among self-doubt, self-esteem and academic achievement. Education and Science, 39(173), 274–287.
  • Ferrari, J. R., & Emmons, R. A. (1995). Methods of procrastination and their relation to self-control and self-reinforcement: An exploratory study. Journal of Social Behavior and Personality, 10(1), 135-142.
  • Fong, C. J., Zaleski, D. J., & Leach, J. K. (2015). The challenge–skill balance and antecedents of flow: A meta-analytic investigation. The Journal of Positive Psychology, 10(5), 425-446.
  • Hartzler, D. S. (2000). A meta-analysis of studies conducted on integrated curriculum programs and their effects on student achievement (Doctoral dissertation, [Sl: sn]).
  • Heine, C. (1996). Flow and achievement in mathematics. Unpublished doctoral dissertation, University of Chicago.
  • Hensley, L. C. (2014). Reconsidering active procrastination: Relations to motivation and achievement in college anatomy. Learning and Individual Differences, 36, 157-164.
  • Heo, G., & Rha, I. J. (2003). Optimal flow experience in Web based instruction. Korea Association of Computer Education Papers, 6(2), 71-79.
  • Hopper C. H. (2005). Mathematics anxiety. The study skills workshop (pp. 117).
  • Jackson, S. A., & Eklund, R. C. (2004). The flow scales manual. Morgantown, WV, USA: Fitness Information Technology, Inc.
  • Jackson, S. A., Thomas, P. R., Marsh, H. W., & Smethurst, C. J. (2001). Relationships between flow, self-concept, psychological skills, and performance. Journal of Applied Sport Psychology, 13(2), 129–153.
  • Jarvis, T. J. (2000). Class size and teacher effects on student achievement and dropout rates in university-level calculus. Preprint. Retrieved from http://www.math.byu.edu/~jarvis/classsize/class-size.html
  • Joo, Y. J., Joung, S., & Sim, W. J. (2011). Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities. Computers in Human Behavior, 27(2), 714-722.
  • Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22 17
  • Joo, Y. J., Oh, E., & Kim, S. M. (2015). Motivation, instructional design, flow, and academic achievement at a Korean online university: A structural equation modeling study. Journal of Computing in Higher Education, 27(1), 28-46.
  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
  • Klingsieck, K. B., Grund, A., Schmid, S., & Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54(4), 397-412.
  • Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20(4), 474-495.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5-15.
  • Lee, E., Han, K., Kim, S., & Lee, Y. (2007). A study on teaching–learning strategies for flow experience in e-learning environment. Journal of Korea Association of Computer Education, 10, 21–30.
  • Lunneborg, P. W., & Lunneborg, C. E. (1966). The differential prediction of college grades from biographic information. Educational and Psychological Measurement, 26(4), 917-925.
  • Mendelson, N. (2007). The functional mediation of flow between achievement anxiety, academic procrastination, and academic performance. Ph.D. dissertation, Fordham University, United States -- New York. Dissertations & Theses: Full Text database. (Publication No. AAT 3255013).
  • Messmer, M. (2001). Becoming a peak performer. Strategic Finance, 82, 8-10.
  • Nakamura, J. (1988). Optimal experiences and the uses of talent. In M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 319-326). Cambridge, Cambridge University Press.
  • Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In Snyder & Lopez (Eds.), Handbook of positive psychology (pp. 89–105). New York: Oxford University Press.
  • Noran, F. Y. (2000). Procrastination among students in institutes of higher learning: challenges for K-Economy. [Online] Available: http://www.mahdzan.com/paper/procrastinate/Accessed on 10th Oct. 2017.
  • Onwuegbuzie, A. J. (2000). Academic procrastinators and perfectionistic tendencies among graduate students. Journal of Social Behavior and Personality, 15(5; SPI), 103-110.
  • Ozer, A. (2012). Procrastination: Rethinking trait models. Education & Science/Egitim ve Bilim, 37(166), 303-317.
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (Version 12). Sydney: Allen & Unwin.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, Research, and Applications, Second Edition, Merrill Prentice Hall, Columbus, Ohio.
  • Popoola, B. I. (2005). A study of the relationship between procrastinatory behaviour and academic performance of undergraduate students in a Nigerian University. In the African Symposium: An Online Journal of African Educational Research (p. 60).
  • Puca, R. M., & Schmalt, H. D. (1999). Task enjoyment: A mediator between achievement motives and performance. Motivation and Emotion, 23, 15-29.
  • Radu, O. and Seifert, T. (2011). Mathematical Intimacy within Blended and Face-to-face Learning Environments. In European Journal of Open, Distance and E-Learning, Special issue: Best of EDEN 2010. Retrieved on September 26, 2017, from http://www.eurodl.org/?p=special&sp=articles&inum=3&article=444
  • Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students' motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.
  • Rothblum E.D. (1990) Fear of Failure. In: Leitenberg H. (eds) Handbook of social and evaluation anxiety. Springer, Boston, MA.
  • Schmidt, J. (2010). Flow in education. In E. Baker, P.P. Petereson, & B. Mcgraw (Eds.), International encyclopedia of education (3rd ed., pp. 605–611). London: Elsevier.
  • Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.
  • Schüler, J. (2007). Arousal of flow experience in a learning setting and its effects on exam performance and affect. Zeitschrift für Pädagogische Psychologie, 21(3/4), 217-227.
  • Seifert, T., Radu, O. & Doyle, A. (2009). Flow: An emotional experience in mathematics problem solving. Paper presented at the Third International Symposium of Mathematics and its Connections to the Arts and Sciences, Moncton, Canada.
  • Seo, E. H. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality: An International Journal, 39(2), 209-217.
  • Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176.
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
  • Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22 19 Sutton, S. (1997). Finding the glory in the struggle: Helping our students thrive when math gets tough. Math Instruction Bulletin, 81(586), 43-52.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th edn). NewYork: HarperCollins.
  • Tall, D. (1993). Students’ Difficulties in Calculus. Proceedings of Working Group 3 on Students’ Difficulties in Calculus, ICME-7, Québec, Canada: 13–28.
  • Tice, D.M, & Baumeister, R.F. (1997). Longitudinal study of procrastination, performance, stress and health: The costs and benefits of dawdling. Psychological Science 8(6), 454-458.

Öğrencilerin Analiz Dersindeki Akış Deneyimi, Akademik Erteleme Davranışı ve Akademik Başarısı Arasındaki İlişkilerin İncelenmesi

Yıl 2017, Cilt: 17 Sayı: 72, 1 - 22, 20.11.2017

Öz

Problem Durumu: Üniversitelerde çeşitli bölümlerde (işletme ve iktisat bölümleri, mühendislik bölümleri, temel bilimler -matematik, istatistik, fizik, kimya, biyoloji- ve ilgili eğitim bilimleri) Analiz dersleri zorunlu ders olarak akademik programlarda yer almaktadır. Analiz dersleri genelde birinci sınıf öğrencilerine verilmektedir ve en yüksek kredili derslerden biridir. Ayrıca çoğu bölümde ön koşullu ders olarak okutulmaktadır. Bu dersi alan öğrenciler, limit, türev ve integral gibi temel konularda bilgi sahibi olmakta ve bu derste başarılı olanlar kendi alanlarında bu teorik bilgileri uygulama yeteneklerini geliştirmektedirler. Fakat, Analiz derslerinde lisans öğrencilerinin başarı düzeyi beklenenin altında kalmaktadır. İlgili alanyazına göre öğrencilerin akademik erteleme davranışının da başarıyı negatif yönde etkilediği bilinmektedir. Fakat, alanyazında, üniversite öğrencileri bağlamında, öğrencilerin motivasyonları çeşitli teorileri baz alarak ölçülmeye çalışılmış olsa da Analiz dersleri başarısına yönelik ve öncelikle “Akış” deneyimine odaklanan geniş çapta araştırmalar yapılmamıştır. Ayrıca, öğrencilerin akademik başarısının, akış deneyimi ve akademik erteleme davranışı arasındaki ilişki Analiz dersleri kapsamında çalışılmamıştır. Araştırmanın Amacı: Bu araştırmanın 2 temel amacı bulunmaktadır. İlk olarak, lisans öğrencilerinin Analiz I derslerindeki akademik erteleme davranışlarının, akış deneyimin alt boyutlarıyla (görev zorluğu-beceri dengesi, eylem-farkındalık 20 Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22 birleşimi, belirlenmiş hedefler, göreve odaklanma, kendilik farkındalığının azalması, zamanın dönüşümü, amaca ulaşma deneyimi) ilişkilendirilerek incelenmesi amaçlanmıştır. İkinci olarak, lisans öğrencilerinin Analiz I dersindeki akademik başarısının, akademik erteleme davranışı ve akış deneyiminin alt boyutlarıyla ilişkilendirilerek incelenmesi hedeflenmiştir. Bu amaçlar doğrultusunda, bu çalışmada aşağıdaki sorulara cevap aranacaktır:

Kaynakça

  • Aitken, M. E. (1982). A personality profile of the college student procrastinator. Dissertation Abstracts 43A, 722-723.
  • Akinsola, M. A. & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 363-370.
  • Asci F.H., Caglar E., Eklund R., Altintas A. & Jackson S. (2007) Optimal performans duygu durum-2 olcekleri’nin uyarlama calismasi. [The adaptation study of dispositional flow scale-2 and flow state scale -2] Hacettepe Journal of Sport Sciences, 18, 182-196.
  • Asikhia, O. A. (2010). Academic procrastination in mathematics: Causes, dangers and implications of counselling for effective learning. International Education Studies, 3(3), 205-210.
  • Baker, F. A., & MacDonald, R. A. (2013). Flow, identity, achievement, satisfaction and ownership during therapeutic songwriting experiences with university students and retirees. Musicae Scientiae, 17, 131-146.
  • Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22 15
  • Balkıs, M. (2006). Ogretmen adaylarının davranislarindaki erteleme egiliminin, dusunme ve karar verme tarzları ile iliskilerinin incelenmesi, [The relationships between student teachers’ procrastination behaviors, and decision-making styles] Yayınlanmamis Doktora Tezi. Dokuz Eylul Universitesi Egitim Bilimleri Enstitusu, İzmir.
  • Bassi, M., Steca, P., Monzani, D., Greco, A., & Delle Fave, A. (2014). Personality and optimal experience in adolescence: Implications for well-being and development. Journal of Happiness Studies, 15(4), 829-843.
  • Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of Social Behavior and Personality, 15(5), 3-13.
  • Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents to student procrastination. Australian Psychologist, 23(2), 207-217.
  • Brinthaupt, T. M., & Shin, C. M. (2001). The relationship of academic cramming to flow experience. College Student Journal, 35(3), 457-472.
  • Bruinsma, M., & Jansen, E. P. (2009). When will I succeed in my first‐year diploma? Survival analysis in Dutch higher education. Higher Education Research & Development, 28(1), 99-114.
  • Carli, M., Delle Fave, A., & Massimini, F. (1988). The quality of experience in the flow channels: Comparison of Italian and U.S. students. In
  • M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp.288-306). Cambridge, Cambridge University Press.
  • Choe, K., Kang, Y., Seo, B. S., & Yang, B. (2015). Experiences of learning flow among Korean adolescents. Learning and Individual Differences, 39, 180–185.
  • Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of "active" procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
  • Collins, A. L., Sarkisian, N., & Winner, E. (2009). Flow and happiness in later life: An investigation into the role of daily and weekly flow experiences. Journal of Happiness Studies, 10(6), 703-719.
  • Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
  • Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15(3), 41-63.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.
  • Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention. New York: Harper Collins. 16 Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22
  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.
  • Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. San Francisco: Jossey Bass.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Eds.), Improving academic achievement: Impact of psychological factors on education (pp. 61-87). San Diego: Academic Press.
  • Duru, E., & Balkis, M. (2014). The role of academic procrastination tendency on the relationships among self-doubt, self-esteem and academic achievement. Education and Science, 39(173), 274–287.
  • Ferrari, J. R., & Emmons, R. A. (1995). Methods of procrastination and their relation to self-control and self-reinforcement: An exploratory study. Journal of Social Behavior and Personality, 10(1), 135-142.
  • Fong, C. J., Zaleski, D. J., & Leach, J. K. (2015). The challenge–skill balance and antecedents of flow: A meta-analytic investigation. The Journal of Positive Psychology, 10(5), 425-446.
  • Hartzler, D. S. (2000). A meta-analysis of studies conducted on integrated curriculum programs and their effects on student achievement (Doctoral dissertation, [Sl: sn]).
  • Heine, C. (1996). Flow and achievement in mathematics. Unpublished doctoral dissertation, University of Chicago.
  • Hensley, L. C. (2014). Reconsidering active procrastination: Relations to motivation and achievement in college anatomy. Learning and Individual Differences, 36, 157-164.
  • Heo, G., & Rha, I. J. (2003). Optimal flow experience in Web based instruction. Korea Association of Computer Education Papers, 6(2), 71-79.
  • Hopper C. H. (2005). Mathematics anxiety. The study skills workshop (pp. 117).
  • Jackson, S. A., & Eklund, R. C. (2004). The flow scales manual. Morgantown, WV, USA: Fitness Information Technology, Inc.
  • Jackson, S. A., Thomas, P. R., Marsh, H. W., & Smethurst, C. J. (2001). Relationships between flow, self-concept, psychological skills, and performance. Journal of Applied Sport Psychology, 13(2), 129–153.
  • Jarvis, T. J. (2000). Class size and teacher effects on student achievement and dropout rates in university-level calculus. Preprint. Retrieved from http://www.math.byu.edu/~jarvis/classsize/class-size.html
  • Joo, Y. J., Joung, S., & Sim, W. J. (2011). Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities. Computers in Human Behavior, 27(2), 714-722.
  • Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22 17
  • Joo, Y. J., Oh, E., & Kim, S. M. (2015). Motivation, instructional design, flow, and academic achievement at a Korean online university: A structural equation modeling study. Journal of Computing in Higher Education, 27(1), 28-46.
  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
  • Klingsieck, K. B., Grund, A., Schmid, S., & Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54(4), 397-412.
  • Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20(4), 474-495.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5-15.
  • Lee, E., Han, K., Kim, S., & Lee, Y. (2007). A study on teaching–learning strategies for flow experience in e-learning environment. Journal of Korea Association of Computer Education, 10, 21–30.
  • Lunneborg, P. W., & Lunneborg, C. E. (1966). The differential prediction of college grades from biographic information. Educational and Psychological Measurement, 26(4), 917-925.
  • Mendelson, N. (2007). The functional mediation of flow between achievement anxiety, academic procrastination, and academic performance. Ph.D. dissertation, Fordham University, United States -- New York. Dissertations & Theses: Full Text database. (Publication No. AAT 3255013).
  • Messmer, M. (2001). Becoming a peak performer. Strategic Finance, 82, 8-10.
  • Nakamura, J. (1988). Optimal experiences and the uses of talent. In M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 319-326). Cambridge, Cambridge University Press.
  • Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In Snyder & Lopez (Eds.), Handbook of positive psychology (pp. 89–105). New York: Oxford University Press.
  • Noran, F. Y. (2000). Procrastination among students in institutes of higher learning: challenges for K-Economy. [Online] Available: http://www.mahdzan.com/paper/procrastinate/Accessed on 10th Oct. 2017.
  • Onwuegbuzie, A. J. (2000). Academic procrastinators and perfectionistic tendencies among graduate students. Journal of Social Behavior and Personality, 15(5; SPI), 103-110.
  • Ozer, A. (2012). Procrastination: Rethinking trait models. Education & Science/Egitim ve Bilim, 37(166), 303-317.
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (Version 12). Sydney: Allen & Unwin.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, Research, and Applications, Second Edition, Merrill Prentice Hall, Columbus, Ohio.
  • Popoola, B. I. (2005). A study of the relationship between procrastinatory behaviour and academic performance of undergraduate students in a Nigerian University. In the African Symposium: An Online Journal of African Educational Research (p. 60).
  • Puca, R. M., & Schmalt, H. D. (1999). Task enjoyment: A mediator between achievement motives and performance. Motivation and Emotion, 23, 15-29.
  • Radu, O. and Seifert, T. (2011). Mathematical Intimacy within Blended and Face-to-face Learning Environments. In European Journal of Open, Distance and E-Learning, Special issue: Best of EDEN 2010. Retrieved on September 26, 2017, from http://www.eurodl.org/?p=special&sp=articles&inum=3&article=444
  • Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students' motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.
  • Rothblum E.D. (1990) Fear of Failure. In: Leitenberg H. (eds) Handbook of social and evaluation anxiety. Springer, Boston, MA.
  • Schmidt, J. (2010). Flow in education. In E. Baker, P.P. Petereson, & B. Mcgraw (Eds.), International encyclopedia of education (3rd ed., pp. 605–611). London: Elsevier.
  • Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.
  • Schüler, J. (2007). Arousal of flow experience in a learning setting and its effects on exam performance and affect. Zeitschrift für Pädagogische Psychologie, 21(3/4), 217-227.
  • Seifert, T., Radu, O. & Doyle, A. (2009). Flow: An emotional experience in mathematics problem solving. Paper presented at the Third International Symposium of Mathematics and its Connections to the Arts and Sciences, Moncton, Canada.
  • Seo, E. H. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality: An International Journal, 39(2), 209-217.
  • Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176.
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
  • Aysenur ALP – Semra SUNGUR / Eurasian Journal of Educational Research 72 (2017) 1-22 19 Sutton, S. (1997). Finding the glory in the struggle: Helping our students thrive when math gets tough. Math Instruction Bulletin, 81(586), 43-52.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th edn). NewYork: HarperCollins.
  • Tall, D. (1993). Students’ Difficulties in Calculus. Proceedings of Working Group 3 on Students’ Difficulties in Calculus, ICME-7, Québec, Canada: 13–28.
  • Tice, D.M, & Baumeister, R.F. (1997). Longitudinal study of procrastination, performance, stress and health: The costs and benefits of dawdling. Psychological Science 8(6), 454-458.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Aysenur Alp Bu kişi benim

Semra Sungur

Yayımlanma Tarihi 20 Kasım 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 17 Sayı: 72

Kaynak Göster

APA Alp, A., & Sungur, S. (2017). Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement. Eurasian Journal of Educational Research, 17(72), 1-22.
AMA Alp A, Sungur S. Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement. Eurasian Journal of Educational Research. Kasım 2017;17(72):1-22.
Chicago Alp, Aysenur, ve Semra Sungur. “Investigating Relationships Between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement”. Eurasian Journal of Educational Research 17, sy. 72 (Kasım 2017): 1-22.
EndNote Alp A, Sungur S (01 Kasım 2017) Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement. Eurasian Journal of Educational Research 17 72 1–22.
IEEE A. Alp ve S. Sungur, “Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement”, Eurasian Journal of Educational Research, c. 17, sy. 72, ss. 1–22, 2017.
ISNAD Alp, Aysenur - Sungur, Semra. “Investigating Relationships Between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement”. Eurasian Journal of Educational Research 17/72 (Kasım 2017), 1-22.
JAMA Alp A, Sungur S. Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement. Eurasian Journal of Educational Research. 2017;17:1–22.
MLA Alp, Aysenur ve Semra Sungur. “Investigating Relationships Between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement”. Eurasian Journal of Educational Research, c. 17, sy. 72, 2017, ss. 1-22.
Vancouver Alp A, Sungur S. Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement. Eurasian Journal of Educational Research. 2017;17(72):1-22.