ÜNİVERSİTE ÖĞRENCİLERİNİN AKADEMİK ERTELEME DAVRANIŞI, GENEL YETKİNLİK İNANCI VE SORUMLULUKLARININ İNCELENMESİ

Öz

Bu çalışmanın amacı, eğitim fakültesi öğrencilerinde akademik erteleme, genel yetkinlik inancı ve sorumluluk düzeyi arasındaki ilişkiyi incelemektir. Bununla birlikte, cinsiyet, mezun olunan lise türü ve sınıf düzeylerine göre akademik erteleme, genel yetkinlik inancı ve sorumluluk düzeyleri incelenmiştir. Verilerin analizinden elde edilen sonuçlara göre; üniversite öğrencilerinin akademik erteleme davranışları ile genel yetkinlik inançları, başkalarına karşı sorumluluk ve kendilerine karşı sorumluluk düzeyleri arasında anlamlı bir ilişki bulunmuştur. Cinsiyet değişkenine ilişkin elde edilen bulgularda ise; erkek öğrencilerin daha fazla akademik erteleme davranışı gösterme eğiliminde oldukları, kız öğrencilerin de daha fazla kendine karşı sorumluluk duygusuna sahip olduğu görülmektedir. Son olarak sınıf düzeyi değişkenine bakıldığında ise; 4. sınıf öğrencileri 1., 2. ve 3. sınıf öğrencilerine göre daha fazla yetkinlik inancına, 2. ve 3. sınıflara göre daha fazla kendine karşı sorumluluk duygusuna, yine 2. ve 3. Sınıflara göre daha az akademik erteleme davranışı eğilimine sahip oldukları görülmektedir.

Anahtar Kelimeler

• Üniversite Öğrencileri,Akademik Erteleme,Genel Yetkinlik İnancı ve Sorumluluk

The Investigation of University Students’ Academic Procrastination, General Self-Efficacy Belief and Responsibility

Abstract

The aim of this study is to investigate the correlation between academic procrastination, general self-efficacy belief, and responsibility of students in education faculty. Further, academic procrastination, general self-efficacy belief and responsibility of students are illustrated according to gender, the graduated high school, and their grades. According to results, there is a significant correlation between university students’ academic procrastination and general self-efficacy beliefs, and there is a meaningful correlation between responsibility towards others and towards themselves. The results based on gender variable present that male students show more tendencies towards academic procrastination behavior, and female students have more responsibility towards themselves. When the grades of students are investigated, it is seen that 4th grade students are more self-efficacious than 1st, 2nd and 3rd grade students, and have more responsibility feelings towards themselves than 2nd and 3rd grade students, and have less tendency towards academic postponement than 2nd and 3rd grade students

Keywords

• University students,Academic Procrastination,General Self-Efficacy Belief,Responsibility

Kaynakça

1. Akbay, S. E. (2009). Cinsiyete Göre Üniversite Öğrencilerinde Akademik Erteleme Davranışı: Akademik Güdülenme, Akademik Özyeterlik ve Akademik Yükleme Stillerinin Rolü. Mersin Üniversitesi Soyal Bilimler Enstitüsü Eğitim Bilimleri Ana Bilim Dalı. Yayımlanmamış Yüksek Lisans Tezi.
2. Alexander, S. E. ve Onwuegbuzie, J. A. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
3. Arthur, W., ve Graziano, W. (1996). The Şve-factor model, conscientiousness, and driving accident involvement. Journal of Personality, 64, 595–618.
4. Balkıs, M., Buluş, M., Duru, E. Ve Duru, S. (2006). Üniversite Öğrencilerinde Akademik Erteleme Eğiliminin Çeşitli Değişkenler Açısından İncelenmesi. Ege Eğitim Dergisi, 7, 57-73.
5. Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
6. Bandura, A. (1977b). Social learning theory. Prentice-Hall, Inc, Engkewood: New Jersey.
7. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
8. Bandura, A. (1995). Self-efficacy in changing societies. In A. Bandura (ed.) Exercise of personal and collective efficacy in changing societies (pp. 1–45). New York: Cambridge University Pres.

9. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
10. Beck, B. L., Koons, S. R., ve 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, 3–13.
11. Beswick, G., Rothblum, E. D., ve Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207-217.
12. Bridges , K. R., ve Roig, M. (1997). Academic procrastination and irrational thinking: A re-examination with context controlled. Person Indioid, 22 (6), 941-944.
13. Clark, J. L., ve Hill, O. W. (1994). Academic procrastination among African-American college students. Psychological Reports, 75, 931-936.
14. Cohen J. R., Ferrari J. R., ve Diaz-Morales, J. F. (2008). An integrated view of personality styles related to avoidant procrastination. Personality and Individual Differences, 45, 554–558.
15. Çelikkaleli, Ö. ve Çapri, B. (2008). Genel Yetkinlik İnancı Ölçeği’nin Türkçe formunun geçerlik ve güvenirlik çalışması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17 (3), 93–104.
16. Day, V., Mensink, D., ve O'Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30, 120-134.
17. DiazMorales, J. F., Cohen, J.R., ve Ferrari, J. R. (2008). An integrated view of personality styles related to avoidant procrastination. Personality and Individual Differences, 45, 554-558.
18. Ellis, A., ve Knaus, W. J. (1977). Overcoming Procrastination. NY: A Signet Book.
19. Emmett, R. (2003). Sorumluluklarını Geciktiren Çocuklar, Çev: Tugba Sahin, 1. Baskı, Kariyer Yayıncılık, İstanbul.
20. Erkuş, A. ve Sünbül, Ö. (2006). Yetişkinler için Sorumluluk Ölçeği geliştirme çalışması. Mersin Üniversitesi Bilimsel Araştırma Projeleri Birimi Tarafından Desteklenen Çalışma Raporu (BAP-EF EB (AE) 2006-2).
21. Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17, 673–679.
22. Ferrari, J. R. (2000). Procrastination and attention: Factor analysis of attention deficit, boredomness, intelligence, self-esteem, and task delay frequencies. Journal of Social Behavior and Personality, 15, 185–196.
23. Ferrari, J. R., Harriott, J. S., Evans, L., Lecik-Mıchna, D. M., ve Wenger, J. M. (1998). Exploring the time preferences of procrastinators: Night or day,which is the one?. European Journal of Personality, 11 (3), 187-196.
24. Ferrari, J. R., Parker, J. T., ve Ware, C. B. (1992). Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality, 7, 595–602.
25. Flett, G. L. Blankstein, K. R., Hewwit, P. L. ve Koledin, S. (1992). Components of perfectionism and procrastination. Social Behavior and Personality, 20 (2), 85-94.
26. Haycock, L. A., McCarthy, P., ve Skay, C. L. (1998). Procrastination in college students: The role of self and anxiety. Journal of Counseling ve Development, 76, 317-325.
27. Hayta Önal, Ş. (2005). Bir Sorumluluk Eğitim Programının Lise Dokuzuncu Sınıf Öğrencilerinin Sorumluluk Düzeylerine Etkisi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Ana Bilim Dalı.
28. Hill, M.B., Hill, D.A., Chabot, A.E., ve Barral, J.F. (1978). A survey of college faculty and student procrastination. College Student Journal, 12, 256-262.
29. 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.
30. Kachgal, M. M., Hansen, L. S., ve Nutter, K. J. (2001). Academic procrastination prevention/intervention: Developmental Education, 25, 14-21. Strategies and
31. recommendations. Journal of
32. Kagan, M., Çakır, O., İlhan, T. ve Kandemir, M. (2010). The explanation of the academic procrastination behaviour of university students with perfectionism, obsessive – compulsive and five factor personality traits. Procedia Social and Behavioral Sciences 2, 2121–2125.
33. Kandemir, M. (2010). Akademik erteleme davranışını açıklayıcı bir model. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara.
34. Klassen, R. M., Krawchuk, L. L., ve Rajani, S. (2007). Academic procrastination of undergraduates low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931.
35. Lee, D., Kelly, K. R., & Edwards, J. K. (2006). A closer look at the relationships among trait procrastination, neuroticism, and conscientiousness. Personality and Individuals Differences, 40, 27-37.
36. Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. Journal of Genetic Psychology, 166, 5-14.
37. Lekich, N. (2006). The Relationship Between Academic Motivation, Self-Esteem, And Academic Procrastination in college student. Unpublished Masters’s Thesis. Truman State University, Kirksville. Missouri, USA.
38. Loebenstein, A. (1996). The effects of subgoal setting and academic self-efficacy on procrastination. Unpublished Doctoral Dissertation. California School of Professional Psychology, San Diego, USA.
39. O'Brien, W. K. (2002). Applying the transtheoretical model to academic procrastination. Unpublished Doctoral Dissertation. University of Houston, Houston, USA.
40. Onwuegbuzie, A. J. (2000). Procrastinators and perfectionistic tendencies among graduate students. Journal of Social Behavior and Personality, 15 (5), 103–109.
41. Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment ve Evaluation in Higher Education, 29 (1), 3-19.
42. Owens, A. M., ve Newbegin, I. (1997). Procrastination in high school achievement: A causal structural model. Journal of Social Behavior and Personality, 12 (4), 869- 887.
43. Özer, A. ve Altun, E. (2011). Üniversite Öğrencilerinin Akademik Erteleme Nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 21, 45-72.
44. Özer, B. U. (2005). Academic procrastination: Prevalance, self-reported reasons, gender difference and it’s relation with academic achievement. Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Anabilim Dalı. Yayımlanmamış Yüksek Lisans Tezi.
45. Potts, T. J. (1987). Predicting procrastination on academic tasks with self-report personality measures. Unpublished Doctoral Dissertation. Hofstra University, New York, USA.
46. Rothblum, E. D., Solomon, L. J., ve Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33 (3), 387-394.
47. Saddler, C. D., ve Sacks, L.A. (1993). Multidimensional perfectionism and academic procrastination: Psychological Reports, 73, 863–871. with depression in university students.
48. Senecal, C., Julien, E., ve Guay, F., (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135- 145.
49. Senecal, C., Koestner, R., ve Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619.
50. Senecal, C., ve Guay, F. (2000). Procrastination in job-seeking: An analysis of motivational processes and feelings of hopelessness. Journal of Social Behavior and Personality, 15 (5), 267-283.
51. Tice, D. M., ve Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8, 454-458.
52. Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Education and Psychological Measurement, 51, 473–480.
53. Tuckman, B. W., ve Sexton, T. L. (1992). Self-Believers Are Self-Motivated; Self- Doubters Are Not. Personality and Individual Differences, 13, 425-428.
54. Uzun Özer B. (2009). Academic Procrastination in Group of High School Students: Frequency, Possible Reasons and Role of Hope, Turkish Psychological Counseling and Guidance Journal, 4(32), 12-19
55. Uzun Özer, B., Demir, A. ve 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.
56. Vallerand, R., Pelletier, L., Blais, M., Briere, N., Senécal, C., ve Vallieres, E. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Education ve Psychological Measurement, 53, 159–172.
57. Watson, D. C. (2001). Procrastination and the five-factor model: a facet level analysis. Personality and Individual Differences, 30, 149-158.
58. Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95 (1), 179-187.