Those who say they will start tomorrow: Success in the shadow of academic procrastination

Yıl 2025, Sayı: 76, 149 - 167, 31.10.2025

Nihal Dulkadir Yaman , Fatih Yaman

https://doi.org/10.21764/maeuefd.1747033

Öz

The aim of this study is to examine the relationship between the academic procrastination behaviour of university students and their perceived level of academic failure. The study was conducted with a sample of one hundred and seventy third-year students studying in the Faculty of Arts and Sciences and Management Information Systems departments of a state university in the 2025-2026 academic year. The data collection tool was prepared on Google Form and applied to the students in the departments where the researchers teach. The Perceived Academic Failure Scale developed by Bozgün, Can, and Baytemir (2022) and the Academic Procrastination Scale developed by Ocak and Bulut et al. (2015) were used in the study. Descriptive statistics, an independent sample t-test, a one-way ANOVA, and correlation and regression analyses were used to analyse the data. The findings show that there were significant differences in terms of gender and programme type, and academic procrastination behaviour could significantly predict perceived academic failure in the context of specific sub-dimensions of academic procrastination.

Anahtar Kelimeler

academic procrastination , perceived academic failure , academic attitudes

Yarın başlarım diyenler: Akademik ertelemenin gölgesinde başarı

Öz

Bu çalışmanın amacı, üniversite öğrencilerinin akademik erteleme davranışları ile algıladıkları akademik başarısızlık düzeyi arasındaki ilişkiyi incelemektir. Çalışma, 2025-2026 eğitim-öğretim yılında bir devlet üniversitesinin Fen-Edebiyat Fakültesi ile Yönetim Bilişim Sistemleri bölümlerinde öğrenim gören üçüncü sınıf öğrencilerinden oluşan 170 kişilik bir örneklemle yürütülmüştür. Veri toplama aracı Google Form üzerinden hazırlanmış ve çalışmacıların ders verdikleri bölümlerdeki öğrencilere uygulanmıştır. Çalışmada Bozgün, Can ve Baytemir (2022) tarafından geliştirilen Algılanan Akademik Başarısızlık Ölçeği ile Ocak ve Bulut vd. (2015) tarafından geliştirilen Akademik Erteleme Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklem t-testi, tek yönlü ANOVA, korelasyon ve regresyon analizlerinden yararlanılmıştır. Bulgular, cinsiyet ve program türü açısından anlamlı farklılıkların bulunduğunu; akademik erteleme davranışının ise algılanan akademik başarısızlığı bazı alt boyutlarda anlamlı düzeyde yordayabildiğini göstermiştir.

Anahtar Kelimeler

akademik erteleme , algılanan akademik başarısızlık , akademik tutumlar

Kaynakça

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