Academic Self Efficacy and Dispositional Hope as Predictors of Academic Procrastination: The Mediating Effect of Academic Intrinsic Motivation

Yıl 2022, Cilt: 9 Sayı: 3, 296 - 314, 01.05.2022

Kayhan Bozgün Kemal Baytemir

https://doi.org/10.17275/per.22.67.9.3

Cited By: 3

Öz

This study aims at determining the mediating effect of academic intrinsic motivation on the relationship between both students’ academic self-efficacy and dispositional hope levels to their academic procrastination habits. The data were collected from a sample of 252 college students, 69 males (27.4%) and 183 females (72.6%), aged between 18 and 33 (X = 20.55; Sd =1.52) studying at a state university located in the Central Black Sea region of Turkey using a correlational survey model. Academic Self Efficacy Scale, Dispositional Hope Scale, Academic Intrinsic Motivation Scale, and Aitken Academic Procrastination Scale were used as data collection tools. Descriptive statistics of the socio-demographic characteristics were presented, and Pearson correlation analysis was conducted to determine the correlations between variables by using SPSS statistical package programme. The hypothesis measurement model and the mediating effect were examined by Structural Equation Modeling (SEM) by using LISREL statistical software. The obtained results showed that significant (low and moderate) relationships exist between variables and the model tested in the study yielded acceptable and good fit index values. A complete mediating effect of academic intrinsic motivation on the relationship between both academic self-efficacy and dispositional hope with academic procrastination was determined. The findings were discussed, and some recommendations were made.

Anahtar Kelimeler

Academic self-efficacy, academic intrinsic motivation, academic procrastination, dispositional hope, college students

Kaynakça

• Aitken, M. E. (1982). A personality profile of the college student procrastinator. (Doctoral dissertation). University of Pittsburgh, Pittsburgh.
• Akbay, S., & Gizir, C. (2010). Academic procrastination among university students according to gender: the role of academic motivation, academic self-efficacy and academic attributional style. Mersin University Journal of the Faculty of Education, 6(1), 60-78.
• Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research, 17(69), 221-21.
• Alemdağ, C., Erman, Ö., & Yılmaz, A. K. (2014). Preservice physical education teachers’ academic motivation and academic self-efficacy. Hacettepe Journal of Sport Sciences, 25(1), 23-35.
• 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.
• Anderson, J. C. and Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
• Balkıs, M. (2006). The relationships between student teachers’ procrastination behaviors, thinking and decision making styles. (Doctoral dissertation). Dokuz Eylül University, İzmir.
• Balkıs, M., & Duru, E. (2009). Prevalence of academic procrastination behavior among pre-service teachers, and its relationship with demographics and individual preferences. Journal of Theory and Practice in Education, 5(1), 18-32.
• Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2006). An investigation of the academic procrastination among university students in related to various variables. Ege Journal of Education, 7(2), 57-73.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
• Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). New York: Cambridge University Press.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
• Beck, B. L., Koons, S. R., & 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(5), 3-13.
• Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior and Personality, 15(5), 15-34.
• Day, V., Mensink, D., & O'Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30(2), 120-134.
• Ellis, A. & Knaus, W. J. (2000). Overcoming procrastination. New York: New American Library.
• Ferrari, J. R., & Beck, B. L. (1998). Affective responses before and after fraudulent excuses by academic procrastinators. Education, 118, 529–537.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
• Hill, M. B., Hill, D. A., Chabot, A. E., & Barrall, J. F. (1978). A survey of college faculty and student procrastination. College Student Journal, 12, 256-262.
• Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
• Kandemir, M. (2010). A model explaining academic procrastination behavior. (Master thesis). Gazi University, Ankara.
• Katz, I., Eilot, K., & Nevo, N. (2014). I’ll do it later: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38(1), 111-119.
• Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). New York: Guilford Press.
• Koca, F., & Dadandı, İ. (2019). The mediation roles of test anxiety and academic motivation in the relationship between academic self-efficacy and academic achievement. Elementary Education Online, 18(1), 241-252.
• Liu, L., & Cheng, L. (2018). The relationship between self-efficacy and achievement motivation in adolescents: A moderated mediating model of self-identity and hope. Psychology and Behavioral Sciences, 7(3), 69-76.
• Malkoç, A., & Kesen Mutlu, A. (2018). Academic self-efficacy and academic procrastination: Exploring the mediating role of academic motivation in Turkish university students. Universal Journal of Educational Research, 6(10): 2087-2093.
• Martin, K. K. (2007). Measuring hope: Is hope related to problem solving and criminal behaviour in offenders? (Master’s thesis). University of Toronto, Toronto.
• Martin, T. R., Flett, G. L., Hewitt, P. L., Krames, L., & Szanto, G. (1996). Personality correlates of depression and health symptoms: A test of a self-regulation model. Journal of Research in Personality, 30(2), 264-277.
• Milgram, N. N., Mey-Tal, G., & Levison, Y. (1998). Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences, 25(2), 297-316.
• Mohammadipour, M., & Rahmati, F. (2016). The predictive role of social adjustment, academic procrastination and academic hope in the high school students’ academic burnout. Interdisciplinary Journal of Education, 1(1), 35-45.
• Moltafet, G. (2020). Direct and indirect effect of personality traits on hope: the mediating role of academic motivation. International Journal of Behavioral Sciences, 13(4), 167-172.
• Moshtaghi, S., & Moayedfar, H. (2017). The role of psychological capital components (hope, optimism, resiliency and self-efficacy) and achievement goals orientation in predicting academic procrastination in students. Biquarterly Journal of Cognitive Strategies in Learning, 5(8), 61-78.
• Odacı, H., & Kaya, F. (2019). Perfectionism and the role of hopelessness on procrastination behavior: A research on university students. Journal of Higher Education and Science, 9(1), 43-51.
• Orpen, C. (1998). The causes and consequences of academic procrastination: a research note. Westminster Studies in Education, 21, 73-78.
• Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
• Pala, G. (2019). Mediating role of psychological needs in the relationship of adolescent identity development, academic motivation and hope (Master thesis). Hacettepe University, Ankara.
• Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: the role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249–284). San Diego, CA: Academic Press.
• Pychyl, T. A. (2013). Solving the procrastination puzzle: A concise guide to strategies for change. New York: Penguin Group.
• Pychyl, T. A., Morin, R. W., & Salmon, B. R. (2000). Procrastination and the planning fallacy: An examination of the study habits of university students. Journal of Social Behavior and Personality, 15(5), 135-150.
• Roesch, S. C., Duangado, K. M., Vaughn, A. A., Aldridge, A. A., & Villodas, F. (2010). Dispositional hope and the propensity to cope: a daily diary assessment of minority adolescents. Cultural Diversity and Ethnic Minority Psychology, 16(2), 191-198.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
• Senécal, C., & Guay, F. (2000). Procrastination in job-seeking: An Analysis of motivational processes and feelings of hopelessness. Journal of Social Behavior & Personality, 15(5), 267-283.
• Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607-619.
• Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive behavioral correlates. Journal of Counseling Psychology, 31, 503-509.
• Seo, E. H. (2008). Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination. Social Behavior and Personality: an international journal, 36(6), 753-764.
• Shia, R. M. (1998). Assessing academic intrinsic motivation: A look at student goals and personal strategy. Retrieved from http://www.cet.edu/research/student.html.
• Sirois, F., & Pychyl, T. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7(2), 115-127.
• Sparks, G. M. (1988). Teachers' attitudes toward change and subsequent improvements in classroom teaching. Journal of Educational Psychology, 80(1), 111-117.
• Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275.
• Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshin obu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570-585.
• Snyder, C. R., LaPointe, A. B., Crowson, J. J., & Early, S. (1998). Preferences of high and low-hope people for self-referential input. Cognition & Emotion, 12 (6), 807–823.
• Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.
• Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics (6th ed.). Harlow: Pearson Education.
• Tarhan, S., & Bacanlı, H. (2015). Adaptation of Dispositional Hope Scale into Turkish: Validity and reliability study. The Journal of Happiness & Well-Being, 3(1), 1-14.
• Tekke, M., & Yıldız, A. (2020). Relationship between self-esteem, self-efficacy and intrinsic motivation with openness to experience: Meta-analysis. Electronic Journal of Social Sciences, 19(74), 828-837.
• 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.
• Tripathi, S. R., Kochar, A., & Dara, P. (2015). Role of self-efficacy and hope in academic procrastination among undergraduate students. Indian Journal of Positive Psychology, 6(4), 376-379.
• Ulukan, M. (2020). Investigation of students studying in different secondary education institutions physical activity participation and dispositional hope levels. Mediterranean Journal of Sport Science, 3(1), 202-218.
• Urban, T. (2013). Why procrastinators procrastinate. Retrieved from http://waitbutwhy.com.
• Uyulgan, M. A., & Akkuzu, N. (2014). An overview of student teachers’ academic intrinsic motivation. Educational Sciences: Theory & Practice, 14(1), 7-32.
• 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.
• Uzun Özer, B., 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.
• Wang, J. H., & Guthire, T. J. (2004). Modeling the effect of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186.
• Yeşiltaş, M. D. (2020). The role of academic motivation and general procrastination on students’ academic procrastination. Osmaniye Korkut Ata University Journal of Economics and Administrative Sciences, 4(1), 123-133.