The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits

Yıl 2015, Cilt: 6 Sayı: 2, 11 - 25, 16.03.2015

Hakan Karataş , Hakan Karatas , Mehtap Bademcioglu Mehtap Bademcıoglu

Öz

Academic procrastination and personality traits are regarded as important factors affecting academic success and attitudes in education process. This study was to examine the correlation between the subscales of personality traits and the academic procrastination behaviour of pre-service teachers and to explore gender differences in the academic procrastination and personality traits. The research group included 165 female (%77.46) and 48 male (%22.53) pre-service teachers studying in Pedagogical Formation Certificate Program at Yildiz Technical University. In the data collection phase of the present research, the Tuckman Procrastination Scale developed by Tuckman (1991) and the Adjective Based Personality Test having been developed by Bacanlı, İlhan and Aslan (2009) were used. The data were analysed using correlation and independent samples t-test. The findings of this study show that the subscales of personality traits were related to the academic procrastination. And, gender difference was not found to be significant in case of it. 

Anahtar Kelimeler

Academic procrastination, personality traits, pre-service teachers, five factor personality theory

Öğretmen Adaylarının Akademik Erteleme Davranışlarının Beş Faktör Kişilik Özellikleri ile Açıklanması

Öz

Akademik erteleme ve kişilik özelliklerinin, akademik başarıyı ve eğitim sürecindeki yaklaşımları etkileyen önemli etkenler olduğu kabul edilmektedir. Bu çalışmanın amacı, görevdeki öğretmenlerin Beş Faktör Kişilik Kuramına göre kişilik özellikleri ile akademik erteleme davranışı arasındaki korelâsyonu incelemek, öğretmenlerin akademik ertelemede davranışında ve kişilik özelliklerinde bir cinsiyet farkının olup olmadığını araştırmaktır. Çalışmanın araştırma grubu, Yıldız Teknik Üniversitesi’nin Pedagojik Formasyon Sertifika Programında okuyan 165 kadın (%77.46) ve 48 erkek (%22.53) öğretmenden oluşmaktadır. Araştırmanın veri toplama aşamasında, Tuckman (1991) tarafından geliştirilen Tuckman Erteleme Ölçeği ve Bacanlı, İlhan ve Aslan (2009) tarafından geliştirilen Sıfatlara Dayalı Kişilik Ölçeği kullanılmıştır. Korelâsyon ve t-test, araştırmada veri analizi için kullanılan yöntemlerdir. Bu çalışmanın sonunda elde edilen bulgular ise kişilik özelliklerinden olan dışadönüklüğün, yumuşak başlılığın, sorumluluk sahibi olmanın, duygusal dengesizliğin ve deneyime açıklığın akademik erteleme ile ilgili olduğunu göstermektedir. Sonuçlara göre kadın öğretmenlerin daha çok dışadönük olduğu ortaya söylenebilirken akademik erteleme ile cinsiyet farkı arasında tam anlamıyla bir ilişki bulunamamıştır

Anahtar Kelimeler

Akademik erteleme, kişilik özellikleri, öğretmen adayları, beş faktör kişilik kuramı

Kaynakça

• Alexander E. S. & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
• Avery, D. R. (2003). Personality as a predictor of the value of voice. The Journal of Psychology, 137(5), 435-446.
• Bacanlı, H., İlhan, T. & Aslan, S. (2009). Beş faktör kuramina dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara dayalı kişilik testi (SDKT). Türk Eğitim Bilimleri Dergisi, 7(2), 261-279.
• Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20(2), 274-294.
• Barrick, M. R. & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1-26.
• Barrick, M. R., Patton, G. K. & Haugland, S. N. (2000). Accuracy of interviewer judgments of job applicant personality traits. Personnel Psychology, 53(4), 925-951.
• Bassili, J. N. (2006). Promotion and prevention orientations in the choice to attend lectures or watch them online. Journal of Computer Assisted Learning, 22, 444-455.
• Beswick, G., Rothblum, E. D. & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23(2), 207-217.
• Blunt, A. & Pychyl, T. A. (2005). Project systems of procrastinators: a personal project- analytic and action control perspective. Personality and Individual Differences, 38(8), 1771-1780.
• Borges, N. J. & Gibson, D. D. (2005). Personality patterns of physicians in person-oriented and technique-oriented specialties. Journal of Vocational Behaviour, 67, 4-20.
• Caldwell, D. F. & Burger, J. M. (1998). Personality characteristics of job applicants and success in screening interviews. Personnel Psychology, 51(1), 119-136.
• Caligiuri, P. M. (2000). The big five personality characteristics as predictors of expatriate’s desire to terminate the assignment and supervisor rated performance. Personnel Psychology, 53(1), 67-88.
• Chamorro-Premuzic, T., Furnham, A., Dissou, G. & Heaven, P. (2005). Personality and preference for academic assessment: a study with Australian university students. Learning and Individual Differences, 15, 247-256.
• Chu, A. H. C. & Choi, J. N. (2005). Rethinking procrastination: positive effects of active procrastination behaviour on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
• Costa, P. & McCrae, R. (1992). Revised neo personality inventory (neo-pi-r) and neo five- factor inventory (NEO-FFI): Professional Manual. Odessa: Psychological Assessment Resources Inc.
• Cuceloglu, D. (2008). İnsan ve davranışı: Psikolojinin temel kavramları (Human and his behaviours: Basic concepts of psychology). İstanbul: Remzi Yayıncılık.
• Davis, D. R. & Abbitt, J. T. (2013). An investigation of the impact of an intervention to reduce academic procrastination using short message service (SMS) technology. Journal of Interactive Online Learning, 12(3), 78-102.
• Decker, L. E. & Rimm-Kaufman, S. E. (2008). Personality characteristics and teacher beliefs among pre-service teachers. Teacher Education Quarterly, 35(2), 45-64.
• Dewitte, S. & Lens, W. (2000). Procrastinators lack a broad action perspective. European Journal of Personality, 14, 121-140.
• Dilmaç, B. (2009). An analysis of teachers’ general tendency to procrastinate, perception of professional efficiency/self-efficiency and altruism. Electronic Journal of Research in Educational Psychology, 7(3), 1323-1338.
• Farsides, T. & Woodfield, R. (2003). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225-1243.
• Ferrari, J. R. (2001). Procrastination and attention: factor analysis of attention deficit, boredomness, intelligence, self-esteem, and task delay frequencies. Journal of Social Behaviour and Personality, 16, 185-196.
• Gray, E. K. & Watson, D. (2002). General and specific traits of personality and their relation to sleep and academic performance. Journal of Personality, 70, 177-206.
• Hill, M., Hill, D., Chabot, A. & Barral, J. (1978). A survey of college faculty and student procrastination. College Students Pers. J, 12, 256-262.
• Howell, A. J. & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167- 178.
• Hurley, J. R. (1998). Agency and communion as related to big five self-representations and subsequent behaviour in small groups. The Journal of Psychology, 132(3), 337-351.
• Jaffe, E. (2013). Why wait? The science behind procrastination. Observer, 26, 12-16.
• John, O. P. and Srvastave, S. (1999). The big five trait taxonomy: History, measurement, and theoretical perspectives. In L. Pervin and O.P. John (Eds.), Handbook of Personality: Theory and Research (2nd ed. pp. 102-138). New York: Guildford Press.
• 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). Model explaining academic procrastination behaviour. Pegem Eğitim ve Öğretim Dergisi, 4(3), 51-72.
• Klassen, R. M., Krawchuk, L. L. & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
• Klassen, R. M. & Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey. Educational Psychology, 29, 69-81.
• Klingsieck, K. B., Fries, S., Horz, C. & Hoferd, M. (2012). Procrastination in a distance university setting. Distance Education, 33 (3), 295-310.
• Kokkinos, C. M. (2007). Job Stressors, Personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
• Kopliman, S. (2007). Öğretmenlerin kişilik özelliklerinin öğrencilere not verme davranışları üzerindeki etkisi. Yayınlanmamış Yükseklisans Tezi. Beykent University, İstanbul.
• Laverdière, O., Morin, A. J. S. & St-Hilaire, F. (2013). Factor structure and measurement invariance of a short measure of the big five personality traits. Personality and Individual Differences, 55, 739-743.
• Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495.
• Lay, C. (1992). Trait procrastination and the perception of person-task characteristics. Journal of Social Behavior and Personality, 7, 483-494.
• Lay, C., Kovacs, A. & Danto, D. (1998). The relation of trait procrastination to the big five factor conscientiousness: An assessment with primary-junior school children based on self-report scales. Personality and Individual Differences, 25, 187-193.
• Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5- 14.
• Liu, A. M. M. & Zhai, X. (2011). Influences of personality on the adoption of conflict- handling styles and conflict outcomes for facility managers. Journal of Legal Affairs and Dispute Resolution in Engineering and Construction, 3(3), 101-108.
• Lounsbury, J. W., Hutchens, T. & Loveland, J. M. (2005). An investigation of big five personality traits and career decidedness among early and middle adolescents. Journal of Career Assessment, 13(1), 25-39.
• Lounsbury, J. W., Tatum, H. E., Chambers, W. Owens, K. S. & Gibson, L. W. (1999). An Investigation of Career Decidedness in Relation to Big Five Personality Constructs and Life Satisfaction. College Student Journal, 33(4), 646-652.
• McCown, W., Petzel, T. & Rupert, P. (1987). An experimental study of some hypothesized behaviours and personality variables of college student procrastinators. Personality and Individual Differences, 8, 781-786.
• McCrae, R. R. & Costa, P. T. Jr. (1985). Updating Norman’s adequate taxonomy: Intelligence and personality dimensions in natural language and in questionnaires. Journal of Personality and Social Psychology, 49(3) 710-721.
• McManus, M. A. & Kelly, M. L. (1999). Personality measures and bio data: Evidence regarding their incremental predictive value in the life insurance industry. Personnel Psychology, 52(1), 137-148.
• Milgram, N. & Marshevsky, S.andSadeh, A. (1994). Correlates of Academic Procrastination: Discomfort, Task Averseness, and Task Capability. The Journal of Psychology, 129, 145-155.
• Milgram, N. A. & Tenne, R. (2000). Personality correlates of decisional and task avoidance procrastination. European Journal of Personality, 14, 141-156.
• Moon, S. & Illingworth, A. (2005). Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination. Personality and Individual Differences, 38, 297-309.
• Morales, J, F. D., Joseph R. Ferrari, J. R. & Cohen, J. R. (2008). Indecision and avoidant procrastination: The role of morningness–eveningness and time perspective in chronic delay lifestyles. The Journal of General Psychology, 135(3), 228-240.
• Muszynski, S. Y. & Akamatsu, T. J. (1991). Delay in completion of doctoral dissertations in clinical psychology. Professional Psychology: Research and Practice, 22(2), 119-123.
• Neuenschwander, R., Cimeli, P., Röthlisberger, M. & Roebers, C. M. (2013). Personality factors in elementary school children: Contributions to academic performance over and above executive functions? Learning and Individual Differences, 25,118-125.
• Nonis, S. A. & Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits. Journal of Education for Business, 85(4), 229-238.
• Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment and Evaluation in Higher Education, 29(1), 3-19.
• Özer, A. & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 21, 45-72.
• Parker, G. (2000). Personality and personality disorder: Current issues and directions. Psychological Medicine, 30, 1-9.
• Perkmen, S. & Cevik, B. (2010). Relationship between pre-service music teachers’ personality and motivation for computer-assisted instruction. Music Education Research, 12(4), 415-425.
• Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 2, 322-338.
• Pychyl, T. A., Coplan, R. J. & Reid, P. A. M. (2002). Parenting and procrastination: Gender differences in the relations between procrastination, parenting style and self-worth in early adolescence. Personality and Individual Differences, 33, 271-285.
• Rabin, L. A., Fogel, J. & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344-357.
• 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.
• Ripski, M. B., LoCasale-Crouch, J. & Decker, L. (2011). Pre-service teachers: Dispositional traits, emotional states, and quality of teacher-student interactions. Teacher Education Quarterly, 38(2), 77-96.
• Rosário, P., Costa, M., Mourão, R., Núñez, J.C., González-Pienda, J. A. & Valle, A. (2007). Procrastination, SRL and math achievement. Academic Exchange Quarterly, 11(4), 23-28.
• Rotenstein, A., Davis, H. Z. & Tatum, L. (2009). Early birds versus just-in-timers: The effect of procrastination on academic performance of accounting students. Journal of Accounting Education, 27(4), 223-232.
• Rothstein, M. G., Paunonen, S. V., Rush, J. C. & King, G. A. (1994). Personality and cognitive ability predictors of performance in graduate business school. Journal of Educational Psychology, 86, 516-530.
• Rowatt, W. C. & Schmitt, D. P. (2003). Associations between religious orientation and varieties of sexual experience. Journal for the Scientific Study of Religion, 42(3), 455- 465.
• Saucier, G. (1997). Effects of variable selection on the factor structure of person descriptors. Journal of Personality and Social Psychology, 73(6), 1296-1312.
• Scher, S. J. & Osterman, N. M. (2002). Procrastination, conscientiousness, anxiety, and goals: Exploring the measurement and correlates of procrastination among school-aged children. Personality in the Schools, 39, 385-398.
• Schouwenburg, H. C. (1992). Procrastinators and fear of failure: An exploration of reasons for procrastination. European Journal of Personality, 6, 225-236.
• Schouwenburg, H. C. (2004). Academic procrastination: Theoretical notions, measurement, and research. Washington: American Psychological Association, 3-18.
• Schouwenberg, H. C. & Lay, C. L. (1995). Trait procrastination and the big-five factors of personality. Personality and Individual Differences, 18(4), 481-490.
• Schouwenburg, C. H., Lay, C. H., Pychyl, T. A. & Ferrari, J. R. (2004). Counselling the procrastinator in academic settings. American Psychological Association: Washington, DC.
• Senecal, C., Koestner, R. & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-620.
• Solomon, L. J. & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioural correlates. Journal of Counselling Psychology, 31(4), 503-509.
• Steel, P. (2007). The nature of procrastination: A Meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
• Thompson, R. L., Brossart, D. F. V., Carlozzi, A. F. & Miville, M. L. (2002). Five factor model (Big Five) personality traits and universal-diverse orientation in counsellor trainees. The Journal of Psychology, 136(5), 561-572.
• Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51, 473-480.
• Tuckman, B. W. (2005). Relations of academic procrastination, rationalizations, and performance in a web course with deadlines. Psychological Reports, 96(3c), 1015- 1021.
• Türk Dil Kurumu [TDK]. (2013). Kişilik. Türk Dil Kurumu güncel Türkçe sözlüğü. Retrieved from: http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.545c9d36d04580.52345379 (07.11.2014)
• Urdan, T. & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
• Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35(6), 1401-1418.
• Watson, D. C. (2001). Procrastination and the five-factor model: A facet level analysis. Personality and Individual Differences. 30(1), 149-158.
• Wessman, A. (1973). Personality and the subjective experience of time. Journal of Personality Assessment, 37, 103-114.
• Witt, L. A. (2002). The interactive effects of extroversion and conscientiousness on performance. Journal of Management, 28(6), 835-85.
• Wyk, L. V. (2004). The relationship between procrastination and stress in the life of the high school teacher. University of Pretoria.
• Zacharis, N. Z. (2009). Fostering students’ participation in online environments: Focus on interaction, communication and problem solving. Journal of College Teaching and Learning, 6(2), 25-34.