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The Role of General and Performance Self Esteem In Relation Academic Procrastination and Academic Achievement

Yıl 2010, Cilt: 27 Sayı: 27, 159 - 170, 01.01.2010

Öz

In this study, mediator role of general and performance self esteem were investigated in relation to the academic procrastination and reported academic achievement. The participants were 323 students who study different major fields at the Faculty of Education in Pamukkale University. Age range varied from 17 to 31. In this study, Aitken Procrastination Inventory, Rosenberg Self Esteem Inventory, Performance Self Esteem Subscale of State Self Esteem Scale and Personal Information Sheet were used to gather data. Results showed that general and performance self esteems had partial mediating effect in relation to the academic procrastination and reported academic achievement. In other words, the relation between academic procrastination and academic achievement was increased or decreased as to level of general and performance self esteem. Implications of these findings are discussed in detail.

Kaynakça

  • Aitken, M. E. (1982). A personality profile of the col
  • lege student procrastinator. Unpublishe
  • Doctoral Dissertation, University of Pitts burgh Balkıs, M.(2006). davranışlarındaki düşünme ve karar verme tarzları ile ilişkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Eğitim Bilimleri Enstitüsü D.E.U.B.E.F. İzmir
  • Balkıs, M. ve Duru, E. (2009). Prevalence of academic procrastination behavior among pre- service teachers, and its relationships with demographics and individual preferences, Journal of Theory and Practice in Education, 5 (1), 18-32.
  • Balkıs, M., Duru, E., Buluş, M. ve Duru, S. (2008). Üniversite erteleme eğiliminin çeşitli değişkenler açısından incelenmesi. Ege Üniversitesi Eğitim Fakültesi Dergisi,(7) 2, 59-75 akademik
  • Bankston, C. L. III, & Zhou, M. (2002). Being well vs. doing well: Self-esteem and school performance among immigrant and non-immigrant racial and ethnic groups. International Migration Review, 36, 389-415.
  • Baron, R. M., & D. A. Kenny (1986). The moderator- mediator variable distinction in social psychological strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. Conceptual,
  • Benham, M.J. (1993). Fostering self-motivated behaviour, personal responsibility, and internal locus of control, Eugene, Oregon. Office of Educational Research and Improvement (ERIC Document Reproduction No. ED 386 621).
  • Baumeister, R. F., Tice, D. M., & Hutton, D. G. (1989). Self-presentational motivations and personality differences in self-esteem. Journal of Personality, 57, 547–579.
  • Beswick, G., Rothblum, E. D. ve Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207-217.
  • Burka, J. B., & Yuen, L. M. (1983). Procrastination: Why you do it, what to do about it. Reading, MA: Addison-Wesley.
  • Can, G .(1990). Lise Öğrencilerinin Benlik Tasarım Düzeylerini Etkileyen Bazı Etmenler. Anadolu Üniversitesi Eğitim Fakültesi Yayınları, Eskişehir.
  • Chapman, J.W. (1988). Learning disabled children’s self-concept. Review of Educational Research 58: 347-371.
  • Çakıcı, Deniz Ç. (2003) Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme Yayınlanmamış yüksek lisans tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Bilimleri Anabilim dalı, Ankara: Türkiye.
  • Day, V., Mensink, D. ve O’Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30, 120-134.
  • Di Paula, A., & Campbell, J. (2002). Self-esteem and persistence in the face of failure. Journal of Personality & Social Psychology, 83, 711–724.
  • Ellis, A. ve Knaus, W. J. (1977). Overcoming
  • procrastination. New York: Signet Books.
  • Ferrari, J. R. (1991). Self-handicapping by procrastinators: Protecting self-esteem, social-esteem, or both? Journal of Research in Personality, 25(3), 245-261.
  • Ferrari, J. R. (1992). Procrastinators and perfect behavior: An exploratory factor analysis of self-presentation, self-awareness, and self-handicapping components. Journal of Research in Personality, 26(1), 75-84.
  • Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self- defeating behaviors. Personality & Individual Differences, 17(5), 673-679.
  • Ferrari, J. R. (1995). Perfectionism cognitions with nonclinical and clinical samples. Journal of Social Behavior and Personality, 10(1), 143- 156.
  • Fritzsche, B. A., Young, B. R. ve Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Differences, 35, 1549–1557. and Individual
  • Güngör, A. (1989). Öğrencilerin özsaygı düzeylerini etkileyen etmenler. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü , Ankara.
  • Grecco, P. R. (1984). A cognitive-behavioral assessment procrastination: procrastination self- statement inventory. Unpublished PHD, California School of Professional Psychology – Fresno. academic of a
  • Haycock, L. A. (1993). The cognitive mediation of procrastination: an investigation of the relationship between procrastination and self-efficacy beliefs. Doctoral Dissertation, University of Minnesota.
  • Haycock, L. A., McCarthy, P. ve Skay, C. L. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling and Development, 76, 317-324.
  • Hoge, D.R., E.K. Smit, & T.J. Crist. (1995). Reciprocal effects of self-concept and academic achievement in sixth and seventh grade. Journal of Youth and Adolescence 24, (3): 295- 314.
  • Klein, J. D., & J.M. Keller. (1990). Influence of student ability, locus of control, and type of instructional control on performance and confidence. Journal of Educational Research 83, (3): 140-46.
  • Lekich, N.(2006). The relationship between academic motivation, self esteem, and academic procrastination among college students. Unpublished Master Thesis, Truman State University, Kirksvile, Missouri.
  • Lockett, C. T., & Harrell, J. P. (2003). Racial identity, self-esteem, and academic achievement: Too much interpretation, too little supporting data. Journal of Black Psychology, 29, 325- 336.
  • Marsh, H.W., B. Byrne, & R.J. Shavelson. (1988). A multifaceted academic self-concept. Its’ hierarchical structure and its’ relation to academic achievement. Journal of Educational Psychology 80: 366-380.
  • Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. Journal of Psychology, 129(2), 145- 155.
  • Onwuegbuzie, Anthony J. (2000) Academic procrastinators tendencies among graduate students. Journal of Social Behavior and Personality. 15 (5), 103-110. perfectionistic
  • Orpen, C. (1998), The causes and consequences of academic procrastination: A research note. Westminister Studies in Education, 21, 73-75
  • Rennie, L.J. (1991). The relationship between affect and achievement in science. Journal of Research in Science Teaching, 28, (2): 193-09.
  • Ross, C. E., & Broh, B. A. (2000). The roles of self- esteem and the sense of personal control in the academic achievement process. Sociology of Education, 73, 270-284.
  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton: Princeton University Press.
  • 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.
  • Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84(2), 686- 688.
  • Schmidt, J. A., & Padilla, B. (2003). Self-esteem and family challenge: An investigation of their effects on achievement. Journal of Youth and Adolescence, 32, 37-46.
  • Senécal, C., Koestner, R. & Valler, R. J. (1995). Self- regulation and academic procrastination. Journal of Social Psychology, 135(1), 607-619.
  • Seu, H. E. (2008). Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination, Journal of Social Behavior and Personality. 36 (6), 753-764.
  • Solomon, L. J.& Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive- behavioral correlates. Journal of Counseling Psychology, 31, 503-509
  • Thombs, D. L. (2000). A retrospective study of DARE: Substantive effects not detected in undergraduates. Journal of Alcohol and Drug Education. 46(1), 27-40.
  • Tice, D. M & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8, 454-458.
  • Tuckman, B. W. (2002). Academic procrastinators: Their rationalizations and web-course performance. Paper presented at the American Chicago. Association,
  • Verkuyten, M., & Brug, P. (2002). Ethnic achievement, identity and discrimination among Surinamese adolescents in the Netherlands. Journal of Black Psychology, 28, 122-141. self-esteem,
  • Wiggins, J., & Schatz, E.L. (1994). The relationship of self-esteem to grades, achievement scores, and other factors critical to school success. School Counselor, 41(4), 239-245
  • Wong, M. S. W., & Watkins, D. (2001). Self-esteem & ability grouping: A Hong Kong investigation of the big fish little pond effect. Educational Psychology: An International Journal of Experimental Educational Psychology, 21, 79- 87.
  • Wood, J. V., Heimpel, S. A., & Michela, J. L. (2003). Savoring versus dampening: Self-esteem differences in regulating positive affect. Journal of Personality & Social Psychology, 85, 566–580.

Akademik Erteleme Eğilimi, Akademik Başarı İlişkisinde Genel ve Performans Benlik Saygısının Rolü

Yıl 2010, Cilt: 27 Sayı: 27, 159 - 170, 01.01.2010

Öz

Bu çalışmada, akademik erteleme eğilimi-akademik başarısı ilişkisinde, performans ve genel benlik saygısının dolaylı rollerinin incelenmesi amaçlanmıştır. Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi’nde farklı bölümlerde öğrenim gören yaşları 17 ile 31 arasında değişen, 216’sı kız ve 107’ si erkek olmak üzere 323 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak Aitken Erteleme Eğilimi Ölçeği, Rosenberg Benlik Saygısı Ölçeği, Durumsal Benlik Saygısı Ölçeği’nin Performans Benlik Saygısı alt ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Yapılan analizler sonucunda, akademik erteleme eğilimi-akademik başarı ilişkisinde, performans ve genel benlik saygısının kısmi aracılık rolü üstlendiği görülmüştür. Bir diğer deyişle, akademik erteleme eğilimi ile akademik başarı arasındaki ilişki, öğrencilerin genel ve performans benlik saygısı düzeylerine bağlı olarak güçlenmekte veya zayıflamaktadır. Bulgular eğitimciler ve psikolojik danışmanlar açısında ele alınıp tartışılmıştır.

Kaynakça

  • Aitken, M. E. (1982). A personality profile of the col
  • lege student procrastinator. Unpublishe
  • Doctoral Dissertation, University of Pitts burgh Balkıs, M.(2006). davranışlarındaki düşünme ve karar verme tarzları ile ilişkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Eğitim Bilimleri Enstitüsü D.E.U.B.E.F. İzmir
  • Balkıs, M. ve Duru, E. (2009). Prevalence of academic procrastination behavior among pre- service teachers, and its relationships with demographics and individual preferences, Journal of Theory and Practice in Education, 5 (1), 18-32.
  • Balkıs, M., Duru, E., Buluş, M. ve Duru, S. (2008). Üniversite erteleme eğiliminin çeşitli değişkenler açısından incelenmesi. Ege Üniversitesi Eğitim Fakültesi Dergisi,(7) 2, 59-75 akademik
  • Bankston, C. L. III, & Zhou, M. (2002). Being well vs. doing well: Self-esteem and school performance among immigrant and non-immigrant racial and ethnic groups. International Migration Review, 36, 389-415.
  • Baron, R. M., & D. A. Kenny (1986). The moderator- mediator variable distinction in social psychological strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. Conceptual,
  • Benham, M.J. (1993). Fostering self-motivated behaviour, personal responsibility, and internal locus of control, Eugene, Oregon. Office of Educational Research and Improvement (ERIC Document Reproduction No. ED 386 621).
  • Baumeister, R. F., Tice, D. M., & Hutton, D. G. (1989). Self-presentational motivations and personality differences in self-esteem. Journal of Personality, 57, 547–579.
  • Beswick, G., Rothblum, E. D. ve Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207-217.
  • Burka, J. B., & Yuen, L. M. (1983). Procrastination: Why you do it, what to do about it. Reading, MA: Addison-Wesley.
  • Can, G .(1990). Lise Öğrencilerinin Benlik Tasarım Düzeylerini Etkileyen Bazı Etmenler. Anadolu Üniversitesi Eğitim Fakültesi Yayınları, Eskişehir.
  • Chapman, J.W. (1988). Learning disabled children’s self-concept. Review of Educational Research 58: 347-371.
  • Çakıcı, Deniz Ç. (2003) Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme Yayınlanmamış yüksek lisans tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Bilimleri Anabilim dalı, Ankara: Türkiye.
  • Day, V., Mensink, D. ve O’Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30, 120-134.
  • Di Paula, A., & Campbell, J. (2002). Self-esteem and persistence in the face of failure. Journal of Personality & Social Psychology, 83, 711–724.
  • Ellis, A. ve Knaus, W. J. (1977). Overcoming
  • procrastination. New York: Signet Books.
  • Ferrari, J. R. (1991). Self-handicapping by procrastinators: Protecting self-esteem, social-esteem, or both? Journal of Research in Personality, 25(3), 245-261.
  • Ferrari, J. R. (1992). Procrastinators and perfect behavior: An exploratory factor analysis of self-presentation, self-awareness, and self-handicapping components. Journal of Research in Personality, 26(1), 75-84.
  • Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self- defeating behaviors. Personality & Individual Differences, 17(5), 673-679.
  • Ferrari, J. R. (1995). Perfectionism cognitions with nonclinical and clinical samples. Journal of Social Behavior and Personality, 10(1), 143- 156.
  • Fritzsche, B. A., Young, B. R. ve Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Differences, 35, 1549–1557. and Individual
  • Güngör, A. (1989). Öğrencilerin özsaygı düzeylerini etkileyen etmenler. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü , Ankara.
  • Grecco, P. R. (1984). A cognitive-behavioral assessment procrastination: procrastination self- statement inventory. Unpublished PHD, California School of Professional Psychology – Fresno. academic of a
  • Haycock, L. A. (1993). The cognitive mediation of procrastination: an investigation of the relationship between procrastination and self-efficacy beliefs. Doctoral Dissertation, University of Minnesota.
  • Haycock, L. A., McCarthy, P. ve Skay, C. L. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling and Development, 76, 317-324.
  • Hoge, D.R., E.K. Smit, & T.J. Crist. (1995). Reciprocal effects of self-concept and academic achievement in sixth and seventh grade. Journal of Youth and Adolescence 24, (3): 295- 314.
  • Klein, J. D., & J.M. Keller. (1990). Influence of student ability, locus of control, and type of instructional control on performance and confidence. Journal of Educational Research 83, (3): 140-46.
  • Lekich, N.(2006). The relationship between academic motivation, self esteem, and academic procrastination among college students. Unpublished Master Thesis, Truman State University, Kirksvile, Missouri.
  • Lockett, C. T., & Harrell, J. P. (2003). Racial identity, self-esteem, and academic achievement: Too much interpretation, too little supporting data. Journal of Black Psychology, 29, 325- 336.
  • Marsh, H.W., B. Byrne, & R.J. Shavelson. (1988). A multifaceted academic self-concept. Its’ hierarchical structure and its’ relation to academic achievement. Journal of Educational Psychology 80: 366-380.
  • Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. Journal of Psychology, 129(2), 145- 155.
  • Onwuegbuzie, Anthony J. (2000) Academic procrastinators tendencies among graduate students. Journal of Social Behavior and Personality. 15 (5), 103-110. perfectionistic
  • Orpen, C. (1998), The causes and consequences of academic procrastination: A research note. Westminister Studies in Education, 21, 73-75
  • Rennie, L.J. (1991). The relationship between affect and achievement in science. Journal of Research in Science Teaching, 28, (2): 193-09.
  • Ross, C. E., & Broh, B. A. (2000). The roles of self- esteem and the sense of personal control in the academic achievement process. Sociology of Education, 73, 270-284.
  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton: Princeton University Press.
  • 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.
  • Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84(2), 686- 688.
  • Schmidt, J. A., & Padilla, B. (2003). Self-esteem and family challenge: An investigation of their effects on achievement. Journal of Youth and Adolescence, 32, 37-46.
  • Senécal, C., Koestner, R. & Valler, R. J. (1995). Self- regulation and academic procrastination. Journal of Social Psychology, 135(1), 607-619.
  • Seu, H. E. (2008). Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination, Journal of Social Behavior and Personality. 36 (6), 753-764.
  • Solomon, L. J.& Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive- behavioral correlates. Journal of Counseling Psychology, 31, 503-509
  • Thombs, D. L. (2000). A retrospective study of DARE: Substantive effects not detected in undergraduates. Journal of Alcohol and Drug Education. 46(1), 27-40.
  • Tice, D. M & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8, 454-458.
  • Tuckman, B. W. (2002). Academic procrastinators: Their rationalizations and web-course performance. Paper presented at the American Chicago. Association,
  • Verkuyten, M., & Brug, P. (2002). Ethnic achievement, identity and discrimination among Surinamese adolescents in the Netherlands. Journal of Black Psychology, 28, 122-141. self-esteem,
  • Wiggins, J., & Schatz, E.L. (1994). The relationship of self-esteem to grades, achievement scores, and other factors critical to school success. School Counselor, 41(4), 239-245
  • Wong, M. S. W., & Watkins, D. (2001). Self-esteem & ability grouping: A Hong Kong investigation of the big fish little pond effect. Educational Psychology: An International Journal of Experimental Educational Psychology, 21, 79- 87.
  • Wood, J. V., Heimpel, S. A., & Michela, J. L. (2003). Savoring versus dampening: Self-esteem differences in regulating positive affect. Journal of Personality & Social Psychology, 85, 566–580.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Murat Balkıs Bu kişi benim

Erdinç Duru Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2010
Gönderilme Tarihi 1 Ağustos 2014
Yayımlandığı Sayı Yıl 2010 Cilt: 27 Sayı: 27

Kaynak Göster

APA Balkıs, M., & Duru, E. (2010). Akademik Erteleme Eğilimi, Akademik Başarı İlişkisinde Genel ve Performans Benlik Saygısının Rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 159-170.