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Üniversite Öğrencilerinde Akademik Risk Alma Davranışı: Akademik Erteleme, Akademik Kontrol Odağı ve Akademik Mükemmeliyetçilik

Yıl 2020, Cilt: 20 Sayı: 89, 159 - 178, 30.09.2020

Öz

Problem Durumu ve Araştırmanın Amacı: 21. yy.da eğitim, modern toplumlarda bireylerin kendilerini geliştirebilmeleri ve toplum içinde nitelikli bireyler olarak var olabilmeleri için önemli bir araçtır. Eğitim bireylere atılgan, sorumluluk sahibi ve realist düşünebilen kişiler olmaları yolunda destek sağlarken, nitelikli eğitim yaşantısı akademik başarıyı da beraberinde getirir. Toplumun ileriye ivme kazanmasında tek başına yeterli olarak görülmese de akademik başarı eğitim kurumlarının en temel hedefleri arasındadır. Akademik başarı ile ilişkili olduğu düşünülen birçok değişken bulunmaktadır. Eğitim yaşantıları sonucu elde edilmesi planlanan kazanımlar değerlendirildiğinde bir takım belirsizliklerin varlığından söz etmememiz mümkün olamaz. Bu belirsizlikler karşısında kişilerin aldığı pozisyonun onların başarıları üzerinde rol oynayacağını söyleyebiliriz. Bu bağlamda akademik başarıya kişileri götürecek değişkenlerden biri olarak risk almanın önemine vurgu yapılabilir. Bu çalışmanın amacı üniversite öğrencilerinin akademik başarıları üzerinde önemli bir yer sahibi olduğu düşünülen akademik risk alma davranışlarını akademik erteleme, akademik kontrol odağı ve akademik mükemmeliyetçiliğin ne derecede yordadığını incelemektir.


Araştırmanın Yöntemi:
Bu çalışma, üniversite öğrencilerinin akademik risk alma davranışlarını akademik erteleme, akademik kontrol odağı ve akademik mükemmeliyetçiliğin ne derecede yordadığını incelemek amacıyla yapılan, ilişkisel tarama modelinde betimsel bir çalışmadır. İki ya da daha fazla sayıdaki değişken arasında birlikte değişimin varlığını ve derecesini belirlemeyi amaçlayan çalışmalar ilişkisel tarama modeli araştırmalardır (Kuzu, 2005).

Katılımcılar: Bu araştırmanın çalışma grubunu, Türkiye’nin Güney bölgesinde yer alan bir Üniversitenin 2018-2019 bahar döneminde 4 büyük fakültesinde (Eğitim Fakültesi, Fen-Edebiyat Fakültesi, İİBF ve Mühendislik Fakültesi) öğrenim görmekte olan 507 öğrenci oluşturmuştur. Bu öğrencilerin 351’i kadın (%69,2), 154’ü erkektir (%30,4). İki öğrenci cinsiyetini belirtmemiştir. Katılımcıların yaş aralığı 18 ile 33 arasında değişmekte olup, ortalaması 20,73’tür (SS=1,84). Bununla birlikte katılımcıların 151’i birinci sınıf (%29,8), 123’ü ikinci sınıf (%24,3), 171’i 3. sınıf (%33,7) ve 60’ı da 4. sınıf (%11,8) öğrencilerinden oluşmaktadır. Yine iki öğrenci sınıf düzeyini belirtmemişlerdir. Çalışma gurubunun belirlenmesinde kolay ulaşılabileni örnekleme yöntemi kullanılmıştır.

Kaynakça

  • Ackerman, D.S., & Gross, B.L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27, 5-13. Retrived from http://search.ebscohost.com/login.aspx?direct=truevedb=edbveAN=12511348velang=trvesite=eds-live
  • Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1), 51-69. Retrieved from http://pu.edu.pk/images/journal/doap/PDF-FİLES/04_v28_1_18.pdf
  • Akbay, S.E., & Gizir C.A. (2010). Cinsiyete gore universite oğrencilerinde akademik erteleme davranisi: Akademik gudulenme, akademik ozyeterlik ve akademik yukleme stillerinin rolu [Academic procrastination of university students according to gender: The role of academic motivation, akademic self-efficacy and academic attributional style]. Mersin University Journal of the Faculty of Education, 6(1), 60-78.
  • Akbiyik, C., & Seferoğlu, S. S. (2006). Elestirel dusunme eğilimleri ve akademik basari [Critical thinking dispositions and academic achievement]. Cukurova University Journal of the Faculty of Education, 3(32), 90-99.
  • Akin, A. (2007). Akademik kontrol odaği olceği: Gecerlik ve guvenirlik calismasi [Academic locus of control scale: validity and reliability study]. Cukurova University Journal of the Faculty of Education, 34(3), 9-17.
  • Assailly, J.P. (2013). Psychology of Risk-Taking. New York: Nova.
  • Balkis, M., & Duru, E. (2010). Akademik erteleme eğilimi, akademik basari iliskisinde genel ve performans benlik saygisinin rolu [Academic procrastination tendency, the role of general and performance self-esteem in academic achievement relationship]. Cukurova University Journal of the Faculty of Education, 27, 159-170.
  • Beghetto, R.A. (2009). Correlates of intellectual risk taking in elementary school science. Journal Of Research İn Science Teaching, 46(2), 210-223. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.20270
  • Buyukbayraktar, C. (2011). Universite oğrencilerinde mukemmeliyetcilik ve ofke iliskisi [The relationship between perfectionism and anger among university students] (Unpublished master’s thesis). Selcuk University, Konya
  • Cakici, D.C. (2003). Lise ve universite oğrencilerinde genel erteleme ve akademik erteleme davranisinin incelenmesi [An Examination of the general procrastination behavior and academic procrastination behavior in high-school and university students] (Unpublished master’s thesis). Ankara University, Ankara.
  • Celik, İ., & Saricam, H. (2018). The relationships between positive thinking skills, academic locus of control and grit in adolescents. Universal Journal of Educational Research, 6(3), 392–398.
  • Celikkaleli, O., & Akbay, S. E. (2013). Universite oğrencilerinin akademik erteleme davranisi, genel yetkinlik inanci ve sorumluluklarinin incelenmesi [Examination of academic procrastination behavior, general competence beliefs and responsibilities of university students]. Ahi Evran University Journal of the Faculty of Education, 14(2), 237-254.
  • Cetin, B., İlhan, M., & Yilmaz, F. (2014). An investigation of the relationship between the fear of receiving negative criticism and of taking academic risk through canonical correlation analysis. Educational Sciences: Theory & Practice, 14(1), 146–158. Retrieved from https://doi.org/10.12738/estp.2014.1.1616.
  • Clifford, M. (1991). Risk taking: Theoretical, empirical, and educational considerations. Educational Psychologist, 26(3), 263–297
  • Condry, J. D., & Chambers, J. (1978). İntrinsic motivation and the process of learning. İn M. R. Lepper ve D. Greene (Eds.), The Hidden Costs of Reward. Hillsdale, NJ: Erlbaum.
  • Deveci, İ., & Aydin, F. (2018). Relationship between students’ tendencies toward academic risk-taking and their attitudes to science. İssues in Educational Research, 28(3), 560–577.
  • Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students’ academic procrastination. Learning and individual differences journal, 49, 162-170.
  • Hamachek, D.E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology: A Journal of Human Behavior, 15, 27-33. Retrieved from https://psycnet.apa.org/record/1979-08598-001
  • Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: the role of self-efficacy and anxiety. Journal of Counseling and Development, 76, 317–324.
  • Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470.
  • Hughes, B. H., Sullivan, H. J., & Mosley, M. L. (1985). External evaluation, task difficulty, and continuing motivation. Journal of Educational Research, 78, 210-215.
  • Karademir, C.A., & Akgul, A. (2019). Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills. Cypriot Journal of Educational Sciences, 14(1), 56–68.
  • Kiran-Esen, B. (2003). Akran baskisi, akademik basari ve yas değiskenlerine gore lise oğrencilerinin risk alma davranisinin yordanmasi [Prediction of high school students' risk-taking behavior by peer pressure, academic achievement, and age variables]. Hacettepe University Journal of the Faculty of Education, 24, 79-85.
  • Korkmaz, H. (2002). Fen eğitiminde proje tabanli oğrenmenin yaratici dusunme, problem cozme ve akademik risk alma duzeylerine etkisi [The effects of project based learning on creative thinking ability, problem solving ability and level of academic risk taking in science education] (Unpublished Doctoral Thesis). Hacettepe University, Ankara.
  • Kuzu, A. (2011). Arastirmalarin planlanmasi. İcinde A.A. Kurt (Ed.). Bilimsel Arastirma Yontemleri (ss. 19-45). Eskisehir: Publication of Anadolu University.
  • Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. Journal of Psychology, 129(2), 145-155
  • Mooney, S. P., Sherman, M. F., & Lo Presto C. T. (1991). Academic locus of control, self-esteem, and perceived distance from home as predictors of college adjustment. Journal of Counseling and Development, 69(3), 445–448. Retrieved from https://doi.org/10.1002/j.1556-6676.1991.tb01542.x
  • Mooney, S.P., Sherman, M.F., & Lo Presto, C.T. (1991). Academic locus of control, self-esteem, and perceived distance from home as predictors of college adjustment. Journal of Counseling ve Development, 69(5), 445.
  • Odaci, H., Kalkan, M., & Cikrikci, O. (2017). Akademik mukemmeliyetcilik olceğinin gelistirilmesi [Development of the academic perfectionism scale]. Ahi Evran University Journal of the Faculty of Education, 18(1), 353-366.
  • Osman, K., Hamid, S.H.A., & Hassan, A. (2009). Standard setting: İnserting domain of the 21st century thinking skills into the existing science curriculum in Malaysia. Procedia Social and Behavioral Sciences, 1(1), 2573-2577.
  • Ozer, B.U. (2005). Academic procrastination: prevalance, self-reported reasons, gender difference and it’s relation with academic achievement (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Pannell, D.J., Marshall, G.R., Barr, N., Curtis, A., Vanclay, F., & Wilkinson, R. (2006). Understanding and promoting adoption of conservation practices by rural landholders. Australian Journal of Experimental Agriculture, 46(11), 1407-1424. Retrieved from https://doi.org/10.1071/ea05037
  • Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-26. Retrieved from https://doi.org/10.1037/h0092976.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-26. Retrieved from https://doi.org/10.1037/h0092976.
  • Senecal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self- determination perspective. European Journal of Social Psychology, 33, 135–145. Retrieved from https://doi.org/10.1002/ejsp.144
  • Slakter, M.J., Koehler, R.A., Hampton, S.H., & Grennell, R.L. (1971). Sex, grade level, and risk taking on objective examinations. The Journal of Experimental Education, 39(3), 65-68.
  • Solomon, L.J. & Rothblum, E.D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. Retrieved from https://doi.org/10.1037/0022-0167.31.4.503
  • Steel, P., & Klingsieck, K.B. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51(1), 36–46.
  • Tan, E. (2017). The influence of global-local processing styles on academic risk taking (Unpublished Master’s Thesis). National University of Singapure, Singapure.
  • Tay, B., Ozkan, D., & Tay, B.A. (2009). The effect of academic risk taking levels on the problem solving ability of gifted students. Procedia - Social and Behavioral Sciences, 1(1), 1099-1104.
  • Vuletich, H.A., Kurtz-Costes, B., Bollen, K.A., & Rowley, S.J. (2019). A Longitudinal Study of the Domain-Generality of African American Students’ Causal Attributions for Academic Success. Journal of Educational Psychology, 111(3), 459–474. Retrieved from https://doi.org/10.1037/edu0000299.
  • Wang, M., Qian, M., Wang, W., ve 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, 921-926. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10852352.2016.1198166.
  • Watson, D.C. (2001). Procrastination and the five-factor theory: a facet level analysis. Personality and İndividual Differences, 30, 149-158.
  • Zajacova, A., Lynch, S.M., & Espenshade, T.J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46, 677–706.
  • Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830. Retrieved from https://link.springer.com/article/10.1007%2Fs10459-018-9832-3.
  • Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and İndividual Differences, 43, 1529-1540. Retrieved from https://www.sciencedirect.com/science/article/pii/S0191886907001602.

Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism

Yıl 2020, Cilt: 20 Sayı: 89, 159 - 178, 30.09.2020

Öz

Purpose: The aim of this study was to examine how academic procrastination, academic locus of control, and academic perfectionism predicts the tendency of university students’ academic risk taking. Also, this study focused on understanding how academic procrastination, academic locus of control, and academic perfectionism of university students had power to predict the students' tendency of academic risk taking.

Research Methods: The study group of this research consisted of 507 (351 female and 154 male) undergraduate students studying at a state university in Turkey during the 2018-2019 academic-year fall semester. The study group was identified using convenient sampling. In this study, the "Personal Information Form", "Academic Risk Taking Scale", “Academic Procrastination Scale”, "Perceived Social Self-efficacy Scale", “Academic Locus of Control Scale”, and “Academic Perfectionism Scale” were used to collect data. The Pearson Moments Multiplication Correlation Coefficient (r) and stepwise multiple regression analysis were used in the analysis of the data. The upper margin of error is assumed to be 0.05.

Findings: According to the findings obtained, academic procrastination, academic locus of control, and academic perfectionism respectively predicted the academic risk-taking behaviors of university students significantly. Accordingly, as the academic procrastination, academic external locus of control, and academic perfectionism decreased, academic internal locus of control increased, and academic risk-taking behavior increased as well.

Implications for Research and Practice: Research can be done by using other variables to understand academic risk-taking behavior. In addition, various activities can be planned for students to take more risks in academic life, to show less procrastination behavior and to have more internal locus of control.

Kaynakça

  • Ackerman, D.S., & Gross, B.L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27, 5-13. Retrived from http://search.ebscohost.com/login.aspx?direct=truevedb=edbveAN=12511348velang=trvesite=eds-live
  • Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1), 51-69. Retrieved from http://pu.edu.pk/images/journal/doap/PDF-FİLES/04_v28_1_18.pdf
  • Akbay, S.E., & Gizir C.A. (2010). Cinsiyete gore universite oğrencilerinde akademik erteleme davranisi: Akademik gudulenme, akademik ozyeterlik ve akademik yukleme stillerinin rolu [Academic procrastination of university students according to gender: The role of academic motivation, akademic self-efficacy and academic attributional style]. Mersin University Journal of the Faculty of Education, 6(1), 60-78.
  • Akbiyik, C., & Seferoğlu, S. S. (2006). Elestirel dusunme eğilimleri ve akademik basari [Critical thinking dispositions and academic achievement]. Cukurova University Journal of the Faculty of Education, 3(32), 90-99.
  • Akin, A. (2007). Akademik kontrol odaği olceği: Gecerlik ve guvenirlik calismasi [Academic locus of control scale: validity and reliability study]. Cukurova University Journal of the Faculty of Education, 34(3), 9-17.
  • Assailly, J.P. (2013). Psychology of Risk-Taking. New York: Nova.
  • Balkis, M., & Duru, E. (2010). Akademik erteleme eğilimi, akademik basari iliskisinde genel ve performans benlik saygisinin rolu [Academic procrastination tendency, the role of general and performance self-esteem in academic achievement relationship]. Cukurova University Journal of the Faculty of Education, 27, 159-170.
  • Beghetto, R.A. (2009). Correlates of intellectual risk taking in elementary school science. Journal Of Research İn Science Teaching, 46(2), 210-223. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.20270
  • Buyukbayraktar, C. (2011). Universite oğrencilerinde mukemmeliyetcilik ve ofke iliskisi [The relationship between perfectionism and anger among university students] (Unpublished master’s thesis). Selcuk University, Konya
  • Cakici, D.C. (2003). Lise ve universite oğrencilerinde genel erteleme ve akademik erteleme davranisinin incelenmesi [An Examination of the general procrastination behavior and academic procrastination behavior in high-school and university students] (Unpublished master’s thesis). Ankara University, Ankara.
  • Celik, İ., & Saricam, H. (2018). The relationships between positive thinking skills, academic locus of control and grit in adolescents. Universal Journal of Educational Research, 6(3), 392–398.
  • Celikkaleli, O., & Akbay, S. E. (2013). Universite oğrencilerinin akademik erteleme davranisi, genel yetkinlik inanci ve sorumluluklarinin incelenmesi [Examination of academic procrastination behavior, general competence beliefs and responsibilities of university students]. Ahi Evran University Journal of the Faculty of Education, 14(2), 237-254.
  • Cetin, B., İlhan, M., & Yilmaz, F. (2014). An investigation of the relationship between the fear of receiving negative criticism and of taking academic risk through canonical correlation analysis. Educational Sciences: Theory & Practice, 14(1), 146–158. Retrieved from https://doi.org/10.12738/estp.2014.1.1616.
  • Clifford, M. (1991). Risk taking: Theoretical, empirical, and educational considerations. Educational Psychologist, 26(3), 263–297
  • Condry, J. D., & Chambers, J. (1978). İntrinsic motivation and the process of learning. İn M. R. Lepper ve D. Greene (Eds.), The Hidden Costs of Reward. Hillsdale, NJ: Erlbaum.
  • Deveci, İ., & Aydin, F. (2018). Relationship between students’ tendencies toward academic risk-taking and their attitudes to science. İssues in Educational Research, 28(3), 560–577.
  • Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students’ academic procrastination. Learning and individual differences journal, 49, 162-170.
  • Hamachek, D.E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology: A Journal of Human Behavior, 15, 27-33. Retrieved from https://psycnet.apa.org/record/1979-08598-001
  • Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: the role of self-efficacy and anxiety. Journal of Counseling and Development, 76, 317–324.
  • Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470.
  • Hughes, B. H., Sullivan, H. J., & Mosley, M. L. (1985). External evaluation, task difficulty, and continuing motivation. Journal of Educational Research, 78, 210-215.
  • Karademir, C.A., & Akgul, A. (2019). Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills. Cypriot Journal of Educational Sciences, 14(1), 56–68.
  • Kiran-Esen, B. (2003). Akran baskisi, akademik basari ve yas değiskenlerine gore lise oğrencilerinin risk alma davranisinin yordanmasi [Prediction of high school students' risk-taking behavior by peer pressure, academic achievement, and age variables]. Hacettepe University Journal of the Faculty of Education, 24, 79-85.
  • Korkmaz, H. (2002). Fen eğitiminde proje tabanli oğrenmenin yaratici dusunme, problem cozme ve akademik risk alma duzeylerine etkisi [The effects of project based learning on creative thinking ability, problem solving ability and level of academic risk taking in science education] (Unpublished Doctoral Thesis). Hacettepe University, Ankara.
  • Kuzu, A. (2011). Arastirmalarin planlanmasi. İcinde A.A. Kurt (Ed.). Bilimsel Arastirma Yontemleri (ss. 19-45). Eskisehir: Publication of Anadolu University.
  • Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. Journal of Psychology, 129(2), 145-155
  • Mooney, S. P., Sherman, M. F., & Lo Presto C. T. (1991). Academic locus of control, self-esteem, and perceived distance from home as predictors of college adjustment. Journal of Counseling and Development, 69(3), 445–448. Retrieved from https://doi.org/10.1002/j.1556-6676.1991.tb01542.x
  • Mooney, S.P., Sherman, M.F., & Lo Presto, C.T. (1991). Academic locus of control, self-esteem, and perceived distance from home as predictors of college adjustment. Journal of Counseling ve Development, 69(5), 445.
  • Odaci, H., Kalkan, M., & Cikrikci, O. (2017). Akademik mukemmeliyetcilik olceğinin gelistirilmesi [Development of the academic perfectionism scale]. Ahi Evran University Journal of the Faculty of Education, 18(1), 353-366.
  • Osman, K., Hamid, S.H.A., & Hassan, A. (2009). Standard setting: İnserting domain of the 21st century thinking skills into the existing science curriculum in Malaysia. Procedia Social and Behavioral Sciences, 1(1), 2573-2577.
  • Ozer, B.U. (2005). Academic procrastination: prevalance, self-reported reasons, gender difference and it’s relation with academic achievement (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Pannell, D.J., Marshall, G.R., Barr, N., Curtis, A., Vanclay, F., & Wilkinson, R. (2006). Understanding and promoting adoption of conservation practices by rural landholders. Australian Journal of Experimental Agriculture, 46(11), 1407-1424. Retrieved from https://doi.org/10.1071/ea05037
  • Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-26. Retrieved from https://doi.org/10.1037/h0092976.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-26. Retrieved from https://doi.org/10.1037/h0092976.
  • Senecal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self- determination perspective. European Journal of Social Psychology, 33, 135–145. Retrieved from https://doi.org/10.1002/ejsp.144
  • Slakter, M.J., Koehler, R.A., Hampton, S.H., & Grennell, R.L. (1971). Sex, grade level, and risk taking on objective examinations. The Journal of Experimental Education, 39(3), 65-68.
  • Solomon, L.J. & Rothblum, E.D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. Retrieved from https://doi.org/10.1037/0022-0167.31.4.503
  • Steel, P., & Klingsieck, K.B. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51(1), 36–46.
  • Tan, E. (2017). The influence of global-local processing styles on academic risk taking (Unpublished Master’s Thesis). National University of Singapure, Singapure.
  • Tay, B., Ozkan, D., & Tay, B.A. (2009). The effect of academic risk taking levels on the problem solving ability of gifted students. Procedia - Social and Behavioral Sciences, 1(1), 1099-1104.
  • Vuletich, H.A., Kurtz-Costes, B., Bollen, K.A., & Rowley, S.J. (2019). A Longitudinal Study of the Domain-Generality of African American Students’ Causal Attributions for Academic Success. Journal of Educational Psychology, 111(3), 459–474. Retrieved from https://doi.org/10.1037/edu0000299.
  • Wang, M., Qian, M., Wang, W., ve 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, 921-926. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10852352.2016.1198166.
  • Watson, D.C. (2001). Procrastination and the five-factor theory: a facet level analysis. Personality and İndividual Differences, 30, 149-158.
  • Zajacova, A., Lynch, S.M., & Espenshade, T.J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46, 677–706.
  • Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830. Retrieved from https://link.springer.com/article/10.1007%2Fs10459-018-9832-3.
  • Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and İndividual Differences, 43, 1529-1540. Retrieved from https://www.sciencedirect.com/science/article/pii/S0191886907001602.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ayca Delıbalta Bu kişi benim 0000-0003-3455-5760

Sinem Evin Akbay Bu kişi benim 0000-0001-6189-1896

Yayımlanma Tarihi 30 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 20 Sayı: 89

Kaynak Göster

APA Delıbalta, A., & Akbay, S. E. (2020). Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism. Eurasian Journal of Educational Research, 20(89), 159-178.
AMA Delıbalta A, Akbay SE. Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism. Eurasian Journal of Educational Research. Eylül 2020;20(89):159-178.
Chicago Delıbalta, Ayca, ve Sinem Evin Akbay. “Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism”. Eurasian Journal of Educational Research 20, sy. 89 (Eylül 2020): 159-78.
EndNote Delıbalta A, Akbay SE (01 Eylül 2020) Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism. Eurasian Journal of Educational Research 20 89 159–178.
IEEE A. Delıbalta ve S. E. Akbay, “Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism”, Eurasian Journal of Educational Research, c. 20, sy. 89, ss. 159–178, 2020.
ISNAD Delıbalta, Ayca - Akbay, Sinem Evin. “Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism”. Eurasian Journal of Educational Research 20/89 (Eylül 2020), 159-178.
JAMA Delıbalta A, Akbay SE. Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism. Eurasian Journal of Educational Research. 2020;20:159–178.
MLA Delıbalta, Ayca ve Sinem Evin Akbay. “Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism”. Eurasian Journal of Educational Research, c. 20, sy. 89, 2020, ss. 159-78.
Vancouver Delıbalta A, Akbay SE. Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism. Eurasian Journal of Educational Research. 2020;20(89):159-78.