A RESEARCH ON UNIVERSITY STUDENTS' FUTURE EXPECTATIONS AND ACADEMIC PROCRASTINATION

Yıl 2021, Cilt: 31 Sayı: 2, 731 - 743, 20.05.2021

Melih Dikmen

https://doi.org/10.18069/firatsbed.869090

Cited By: 2

Öz

The aim of this study is to examine the predictions on academic procrastination of university students' future expectations. The study also examined academic procrastination tendencies and future expectations of university students according to their gender, age, grade level, field of study, and whether they like the department they study. The research was conducted according to the relational scanning model, one of the quantitative research methods. The participants of the study consisted of 432 (228 males and 204 females) university students. The findings show that future expectation significantly predicts academic procrastination negatively. While the academic procrastination tendencies of university students did not differ significantly according to their gender and grade levels, a significant difference was found in terms of their age levels, the type of field they studied, and whether they liked the department they studied. While the future expectations of the students did not differ significantly according to their gender and age levels, it was determined that they differ significantly according to their class level, the type of field they were studying and whether they liked the department they studied. The results of this study can be an effective intervention to increase the future expectations of university students in terms of reducing the negative consequences of procrastination behaviors.

Anahtar Kelimeler

Future expectations, Academic procrastination, University students

ÜNİVERSİTE ÖĞRENCİLERİNİN GELECEK BEKLENTİLERİ İLE AKADEMİK ERTELEME EĞİLİMLERİ ÜZERİNE BİR ARAŞTIRMA

Öz

Bu araştırmanın amacı üniversite öğrencilerinin gelecek beklentilerinin akademik erteleme üzerindeki yordayıcılığının incelenmesidir. Araştırmada ayrıca üniversite öğrencilerinin cinsiyetlerine, yaş düzeylerine, sınıf düzeylerine, öğrenim gördükleri alan türüne ve öğrenim gördükleri bölümü sevip sevmemelerine göre akademik erteleme eğilimleri ile gelecek beklentileri incelenmiştir. Araştırma nicel araştırma yöntemlerinden ilişkisel tarama modeline göre yürütülmüştür. Araştırmaya 432 üniversite öğrencisi (228’i erkek, 204’ü kadın) katılmıştır. Bulgular gelecek beklentisinin akademik erteleme eğilimini negatif yönde anlamlı yordadığını göstermektedir. Üniversite öğrencilerinin cinsiyetlerine ve sınıf düzeylerine göre akademik erteleme eğilimleri anlamlı düzeyde farklılaşmazken, yaş düzeylerine, öğrenim gördükleri alan türüne ve öğrenim gördükleri bölümü sevip sevmemelerine göre anlamlı düzeyde farklılığa rastlanılmıştır. Öğrencilerin gelecek beklentilerinin ise cinsiyetlerine, yaş düzeylerine göre anlamlı düzeyde farklılaşmazken, sınıf düzeylerine, öğrenim gördükleri alan türüne ve öğrenim gördükleri bölümü sevip sevmemelerine göre anlamlı düzeyde farklılaştığı belirlenmiştir. Bu araştırmanın sonuçları erteleme davranışlarının olumsuz sonuçlarının azaltılması açısından, üniversite öğrencilerinin gelecek beklentilerinin artırılması etkili bir müdahale olabilir.

Anahtar Kelimeler

Gelecek beklentisi, Akademik erteleme, Üniversite öğrencileri

Kaynakça

• Abdi Zarrin, S., & Gracia, E. (2020). Prediction of academic procrastination by fear of failure and self-regulation. educational sciences: Theory and Practice, 20(3), 34-43.
• Ahadi H. (1994). Investigation of causal attributions of students- teachers in Mashhad Teachers Education College, J of Edu, 4, 105-24.
• Akman, Y. (1992). Hacettepe Üniversitesi eğitim fakültesi öğrencilerinin meslek, evlilik ve geleceğe yönelik beklentileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 7(7), 125-149.
• Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42(7), 1301-1310.
• Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of social psychology, 149(2), 241-257.
• Balkıs, M. (2007). Öğretmen adaylarının davranışlarındaki erteleme eğiliminin karar verme stilleri ile ilişkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 21(21), 67-83.
• Balkıs, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Eurasian Journal of Educational Research, 45, 1-16.
• Balkıs, M., & Duru, E. (2007). Erteleme davranışı ile ilişkili temel karakteristik ve boyutların psikolojik danışma ve rehberlik çerçevesinde incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 7(1), 349-385.
• Beltekin, E., & Kuyulu, İ. (2020). Examination of academic procrastination, positive future expectation and organizational ımage levels of university students. International Journal of Applied Exercise Physiology, 9(7), 30-38.
• Berber-Çelik, Ç., & Odacı, H. (2015). Akademik erteleme davranışının bazı kişisel ve psikolojik değişkenlere göre açıklanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(3), 31-47.
• Boekel, W., & Hsieh, S. (2018). Cross-sectional white matter microstructure differences in age and trait mindfulness. PloS one, 13(10), e0205718.
• Bojuwoye, O. (2019). Causes of academic procrastination among high school pupils with learning disabilities in Ilorin. Kwara State: Nigeria.
• Converse, J. M. (1987). Survey research in the United States: Roots and emergence, 1890–1960. Berkeley, CA: University of California Press.
• Corkin, D. M., Yu, S. L., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303
• Çapan, B. E. (2010). Relationship among perfectionism, academic procrastination and life satisfaction of university students. Procedia-Social and Behavioral Sciences, 5, 1665-1671.
• Çetin, Ş. (2009). Eğitim fakültesi öğrencilerinin akademik erteleme davranışlarına ilişkin görüşlerinin incelenmesi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 25, 1-7.
• Çıkrıkçı, Ö., & Erzen, E. (2016). Cinsiyetin akademik erteleme üzerindeki etkisi: Meta-analiz. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(4), 750-761.
• Deniz, M. E., Traş, Z. & Aydoğan, D. (17-19 October 2007). Investigation According to Emotional Intelligence Capabilities of Academic Procrastination and Locus of Control. IX. National Counseling and Guidance Congress, Dokuz Eylül University, İzmir.
• Ekşi, H., & Dilmaç, B. (2010). Üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme ve akademik erteleme düzeylerinin sürekli kaygı açısından incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 23(2), 433-450
• Epstein, J. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
• Ferrari, J. R., & Olivette, M. J. (1993). Perceptions of parental control and the development of indecision among late adolescent females. Adolescence, 28(112), 963–970
• Ferrari, J. R., & Tice, D. M. (2000). Procrastination as a self-handicap for men and women: A task-avoidance strategy in a laboratory setting. Journal of Research in personality, 34(1), 73-83.
• Frost, R. O., Lahart, C. M., & Rosenblate, R. (1991). The development of perfectionism: A study of daughters and their parents. Cognitive Therapy and Research, 15(6), 469–489.
• Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian psychologist, 23(2), 207-217.
• Gargari, R. B., Sabouri, H., & Norzad, F. (2011). Academic procrastination: The relationship between causal attribution styles and behavioral postponement. Iranian journal of psychiatry and behavioral sciences, 5(2), 76-82
• Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3, 81-88.
• Gustavson, D. E., & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and individual differences, 54, 160-172.
• Hair, J. F., Anderson, R. E., Babin, B. J., & Black, W. C. (2010). Multivariate data analysis: A global perspective (Vol. 7). Upper Saddle River, NJ: Pearson
• 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.
• Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1), 167-178.
• Johnson, J. L., & Bloom, A. M. (1995). An analysis of the contribution of the five factors of personality to variance in academic procrastination. Personality and Individual Differences, 18(1), 127–133.
• Kandemir, M. (2014). Reasons of academic procrastination: Self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia-Social and Behavioral Sciences, 152, 188-193.
• Kınık, Ö., & Odacı, H. (2020). Üniversite öğrencilerinde akademik erteleme davranışı: bazı bireysel ve çevresel değişkenler bir etken olabilir mi?. Yüksekögretim ve Bilim Dergisi, 10(1). 183-192. https://doi.org/10.5961/jhes.2020.380
• Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. doi:10.1016/j.paid.2015.02.038
• 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.
• Kutlu, M., & Demir, Y. (2016). Ergenlerdeki akademik erteleme davranışının incelenmesi. Hedefe Doğru İnsan Psikolojik Danışma ve Rehberlik II Sempozyumu, Samsun.
• Kutlu-Abu, N., & Saral, D. G. (2016). The reasons of academic procrastination tendencies of education faculty students. The Online Journal of New Horizons in Education-January, 6(1), 165-169.
• Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495
• Khan, M. J., Arif, H., Noor, S. S., & Muneer, S. (2014). Academic procrastination among male and female university and college students. FWU Journal of Social Sciences, 8(2), 65-70.
• Motie, H., Heidari, M., & Sadeghi, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia-Social and Behavioral Sciences, 69, 2299-2308.
• Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. The Journal of psychology, 129(2), 145-155.
• Onwuegbuzie, A. J., & Jiao, Q. G. (2000). I’ll go to the library later: The relationship between academic procrastination and library anxiety. College & Research Libraries, 61(1), 45-54.
• Özer, A. & Altun, E. (2011). The reasons for academic procrastination among university student. Mehmet Akif Ersoy University Journal of the Faculty of Education, 11(21), 45-72.
• Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of social psychology, 149(2), 241-257.
• Özer, B. U., Saçkes, M., & Tuckman, B. W. (2013). Psychometric properties of the Tuckman Procrastination Scale in a Turkish sample. Psychological reports, 113(3), 874-884.
• Popoola, B. I. (2005). A study of the relationship between procrastinatory behaviour and academic performance of undergraduate students in a Nigerian University. African Symposium: An Online Journal of Educational Research Network. In the African Symposium: An Online Journal of African Educational Research (p. 60).
• Prahalad C. K., & Hamel, G. (1990). The core competence of the corporation. Harvard Business Review, 68(3), 79-81
• Pychyl, T. A., Coplan, R. J., & Reid, P. A. (2002). Parenting and procrastination: Gender differences in the relations between procrastination, parenting style and self-worth in early adolescence. Personality and Individual Differences, 33(2), 271–285.
• Şimşek, H. (2012). Güneydoğu Anadolu bölgesindeki lise öğrencilerinin gelecek beklentileri ve gelecek beklentilerini etkileyen faktörler. Kuramsal Eğitimbilim Dergisi, 5(1), 90-109.
• Şirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research and Reviews, 6(5), 447-455.
• Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA (p. 724). Belmont, CA: Thomson/Brooks/Cole.
• Taşkent, N. ve Şahin, A. (2004). Celal Bayar Üniversitesi hemşirelik son sınıf öğrencilerinin işbulma endişeleri ve umutsuzluk düzeylerinin belirlenmesi. 3. Ulusal Hemşirelik Öğrencileri Kongresi, 29-30 Nisan, Edirne
• Topaktaş B. (2015). Adölesanlarda algılanan sosyal desteğin gelecek beklentisi ve ruhsal belirti düzeyleri ile ilişkisi (Yayınlanmamış Doktora Tezi). Ondokuz Mayıs Üniversitesi, Samsun.
• Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51, 473 - 480.
• Tuncer, M. (2011). A research regarding future expectations of unıversity youth. Electronic Turkish Studies, 6(2), 935-948.
• Tuncer, M., & Tanaş, R. (2020). Meslek yüksekokulu öğrencilerinin mesleki eğitime yönelik tutumları ve gelecek beklentileri arasındaki ilişki. Elektronik Sosyal Bilimler Dergisi, 19(76), 1691-1707.
• Vygotsky, L. S. (1978). Mind in society: the developmental of higher psychological processes, cambridge massachusetts. London, England: Harvard University Press
• Wang, A. Y., & Newlin, M. H. (2002). Predictors of web-student performance: The role of self-efficacy and reasons for taking an on-line class. Computers in human behavior, 18(2), 151-163.
• Yaakub, N. F. (2000). Procrastination among students in ınstitutes of higher learning: Challenges for K-Economy. The School of Languages and Scientific Thinking, University of Utara, Malaysia (10 Mayıs 2020) http://mahdzan.com/papers/procrastinate/.
• You, J. W. (2012). The relationship among academic procrastination, self-regulated learning, fear, academic self-efficacy, and perceived academic control in e-learning. The Journal of Educational Information and Media, 18(3), 249-271.