Üniversite Öğrencilerinde Akademik Ertelemenin Yordayıcıları Olarak Aile Bağlamında Benlik ve Ana-Baba Tutumları

Yıl 2014, Cilt: 5 Sayı: 41, 89 - 102, 23.04.2014

Sevgi Ulukaya Filiz Bilge

Öz

Öz: Bu araştırma, üniversite öğrencilerinin akademik erteleme eğilimleriyle aile bağlamında benlikleri, ana-baba tutumları ve bazı sosyo-demografik değişkenler arasındaki ilişkileri ortaya koymak amacıyla betimsel nitelikte tasarlanmıştır. Araştırma grubunu 2011-2012 güz döneminde Ankara’daki bir devlet ve bir vakıf üniversitesinin çeşitli bölümlerinde öğrenimlerine devam eden 697 öğrenci (221 erkek, 475 kadın) oluşturmuştur. Öğrencilere Tuckman Akademik Erteleme Ölçeği – Kısa Formu, Aile Bağlamında Benlik Ölçekleri, Çocuk Yetiştirme Tutumları Ölçeği ve Kişisel Bilgi Formu uygulanmıştır. Araştırmada çoklu hiyerarşik regresyon ve tek yönlü varyans analizi kullanılmıştır. Araştırma bulgularına göre anne sıkı denetimi/kontrolü, üniversite türü ve yaş değişkenleri üniversite öğrencilerinin akademik erteleme eğilimlerini yordamaktadır. Öğrencilerin aile bağlamında benliklerine göre akademik erteleme eğilimleri arasında manidar bir fark bulunmamıştır. Erkek ve kadın öğrencilerin algıladıkları anne tutumuna göre akademik erteleme eğilimleri manidar farklılık göstermektedir. Baba tutumuna göre ise sadece kadın öğrencilerin akademik erteleme eğilimleri arasındaki farkın manidar olduğu sonucuna varılmıştır.

Anahtar Sözcükler: akademik erteleme, aile bağlamında benlik, ana-baba tutumları


Abstract: The present study is a descriptive research which is conducted with the aim of investigating the relationship between academic procrastination, the self in the family context, parental attitudes and some socio-demographic variables among university students. The participants consisted of 697 students (221 male, 475 female) selected from various departments of a state university and a private university in Ankara at the fall semester of 2011-2012. Turkish version of Tuckman Procrastination Scale
– Short Form, the Self in the Family Context Scales, Child Rearing Attitudes Scales and Demographic Information Form were used to collect data. Hierarchical multiple regression and one-way analysis of variance were conducted. The results revealed that academic procrastination tendency of university students are predicted by maternal close supervision/control, university type and age variables. There was no statistically significant difference among academic procrastination tendencies of the students with respect to their selves. There was a statistically significant difference among academic procrastination tendencies of the students with respect to perceived mother attitudes for male and female students and with respect to perceived paternal attitudes for only female students.

Keywords: academic procrastination, the self in the family context, parental attitudes

Anahtar Kelimeler

akademik erteleme, aile bağlamında benlik, ana-baba tutumları

Kaynakça

• Akkaya, E. (2007). Academic procrastination among faculty of education students: The role of gender, age, academic achievement, perfectionism and depression. Unpublished master’s thesis, Middle East Technical University, Social Science Institute, Ankara.
• Charlebois, K. J. ( 2007). Doing tomorrow what could be done today: An investigation of academic procrastination. Unpublished doctoral dissertation, Boston College Boston, USA.
• Choi, J. N. ve Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. Journal of Social Psychology, 149(2), 195-212.
• Chu, A. H. C. ve Choi, J. N. (2005). Rethinking procrastination: Positive effects of “Active” procrastination behavior on attitudes and performance. Journal of Social Psychology, 145(3), 245-264.
• Collins, K. M., Onwuegbuzie, A. J. ve Jiao, Q. G. (2008). Reading ability as a predictor of academic procrastination among African American graduate students. Reading Psychology, 29, 493–507.
• Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Esmer, Y. ve Ertunç, B. (2010). Anne babalarımızın bizimle gurur duymasını istiyoruz (Araştırma Notu: 10/77). İstanbul: Bahçeşehir Üniversitesi Ekonomik ve Toplumsal Araştırmalar Merkezi.
• 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.
• Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on “working best under pressure.” European Journal of Personality, 15, 391–406.
• Ferrari, J. R., Johnson, J. L. ve McCown, W. G. (Ed.) (1995). Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum Press.
• Ferrari, J. R. ve Pychyl, T. A. (2007). Regulating speed, accuracy, and judgments by indecisives: Effects of frequent choices on self-regulation failure. Personality and Individual Differences, 42, 777–787.
• Ferrari, J. R. ve Olivette, M. J. (1993). Perception of parental control and the development of indecision among late adolescent females. Adolescence, 28(112), 963.
• Ferrari, J. R. ve Olivette, M. J. (1994). Parental authority and the development of female dysfunctional procrastination. Journal of Research in Personality, 28, 87–100.
• 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.
• Gravetter, F. J. ve Wallnau, L. B. (2007). Statistics for the behavioral sciences (7. Ed.). Belmont: Thomson Wadsworth.
• Kağıtçıbaşı, Ç. (1970). Social norms and authoritarianism: A Turkish-American comparison. Journal of Personality and Social Psychology, 16, 444–451.
• Kağıtçıbaşı, Ç. (2005). Autonomy and relatedness in cultural context. Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422.
• Kağıtçıbaşı, Ç. (2010). Benlik, aile ve insan gelişimi, kültürel psikoloji. İstanbul: Koç Üniversitesi Yayınları.
• Kağıtçıbaşı, Ç., Baydar, N. ve Cemalcılar, Z. (2006). Autonomy and relatedness scales (Progress report). İstanbul, Koç Üniversitesi.
• Lay, C. H. (2004). Some basic elements in counseling procrastinators. In H. C. Schouwenburg, In C. Lay, T. Pychyl, ve J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 43–58). Washington, DC: American Psychological Association.
• McCown, W. ve Roberts, R. (1994). A study of academic and work-related dysfunctioning relevant to the college version of an indirect measure of impulsive behavior. Integra Technical Paper, 94–28, Radnor, PA: Integra, Inc.
• Milgram, N., Mey-Tal, G., ve Levison, Y. (1998). Procrastination, generalized or specifi c, in college students and their parents. Personality and Individual Differences, 25(2), 297–316.
• Onwuegbuzie, A. J. (2000). Academic procrastinators and perfectionistic tendencies among graduate students. Journal of Social Behavior and Personality, 15(5), 103–109.
• Pallant, J. (2010). SPSS Survival Manual: A step-by-step guide to data analysis using SPSS. (4th edition). New York: McGraw Hill.
• Piccarelli, R. (2003). How to overcome procrastination. The American Salesman, 48(5), 27–29.
• Pychyl, T. A., Coplan, R. J. ve Reid, P. A. (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.
• Rothblum, E. D., Solomon, L. J. ve Murakabi, J. (1986). Affective, cognitive and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33, 387–394.
• Shanahan, M. J. ve Pychyl, T. A. (2007). An ego identity perspective on volitional action: Identity status, agency, and procrastination. Personality and Individual Differences, 43, 901–911.
• Sigall, H., Kruglanski, A. ve Fyock, J. (2000). Wishful thinking and procrastination. Social Behavior and Personality, 15, 283–296.
• Sokolowska, J. (2009). Temperamental dispositions of academic procrastination among community college students. Paper presented at the APA Convention, Ontario.
• Solomon, L. J. ve Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503- 509.
• Steel, P. (2007). The nature of procrastination: A meta- analytic and theoretical review of quintessential self- regulatory failure. Psychological Bulletin, 133(1), 65–94.
• Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S. ve Dornbusch, S. M. (1994). Overtime in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65, 754–770.
• Stevens, J. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
• Strage, A. ve Brandt, T. S. (1999). Authoritative parenting and college students’ academic adjustment and success. Journal of Educational Psychology, 91, 146–156.
• Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49–74.
• Sümer, N. ve Güngör, D. (1999). Çocuk yetiştirme stillerinin bağlanma stilleri benlik değerlendirmeleri ve yakın ilişkiler üzerine etkisi. Türk Psikoloji Dergisi, 14(44), 35–58.
• Tuckman, B.W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51, 473-480.
• Uzun Özer, B. (2005). Academic procrastination: Prevalence, self-reported reasons, gender difference and it’s relation with academic achievement. Unpublished master’s thesis, Middle East Technical University, Social Science Institute, Ankara.
• Uzun Özer, B. (2010). A path analytic model of procrastination: Testing cognitive, affective, and behavioral model. Unpublished doctorate thesis, Middle East Technical University, Social Science Institute, Ankara.
• Uzun Özer, B., Demir, A. ve Ferrari, J. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241–257.
• Uzun Özer, B. ve Ferrari, J. R. (2011). Gender role orientation and academic procrastination: Exploring Turkish high school students. Individual Differences Research, 9(1), 33-40.
• Uzun Özer, B., Saçkes, M. ve Tuckman, B. W. (2009, August). Psychometric Properties of the Tuckman Procrastination Scale in a Turkish Sample. Paper presented at 6th Biannial International Conference on Procrastination, Toronto, Canada.
• Uzun Özer, B. ve Saçkes, M. (2011). Effects of academic procrastination on college students’ life satisfaction. Procedia Social and Behavioral Sciences, 12, 512- 519. Erişim: 19 Kasım 2011, Science Direct.
• Weiss, L. H. ve Schwarz, J. C. (1996). The relationship between parenting types and older adolescents’ personality, academic achievement, adjustment, and substance use. Child Development, 67(5), 2101–2114.
• Van Eerde, W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology: An International Review, 49, 372–389.
• Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401–1418.
• Turkish Psychological Counseling and Guidance Journal / 2014, 5 (41)