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ÜNİVERSİTE ÖĞRENCİLERİNDE AKADEMİK ÖZYETERLİĞİN YORDAYICILARI OLARAK AKADEMİK MOTİVASYON, SOSYAL BAĞLILIK VE ERTELEME EĞİLİMİ

Year 2022, , 311 - 324, 30.10.2022

Nesip Demirbilek , Ferhat Han

https://doi.org/10.29029/busbed.1165591
Cited By: 2

Abstract

Araştırmanın amacı, üniversite öğrencilerinin akademik özyeterlik, akademik motivasyon, sosyal bağlılık ve erteleme eğilimi düzeylerini ve aralarındaki ilişkilerini belirlemektir. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini 2019-2020 eğitim öğretim yılında Bingöl Üniversitesi Fen Edebiyat Fakültesinde uzaktan eğitim yoluyla öğrenim gören üniversite öğrencileri oluşturmaktadır. Araştırmanın örneklemi seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yöntemiyle belirlenmiştir. Bu araştırmada ölçekler, Fen Edebiyat Fakültesinde öğrenim gören tüm öğrencilerin e-posta adreslerine gönderilmiştir. Araştırmaya gönüllü olarak 546 öğrenci katılmıştır. Çalışmanın sonucunda, öğrencilerin akademik özyeterlik düzeylerinin ortalamanın üzerinde, akademik motivasyon düzeylerinin orta düzeyde, sosyal bağlılık düzeylerinin ortalamanın altında ve erteleme eğilimlerinin ise orta düzeyde olduğu tespit edilmiştir. Öğrencilerin akademik özyeterlik düzeyleri ile akademik motivasyon düzeyleri arasında pozitif yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Akademik motivasyon akademik özyeterlik algısının anlamlı bir yordayıcısıdır. Akademik motivasyon öğrencilerin akademik özyeterliklerine ilişkin varyansın yaklaşık %6’sını açıklamaktadır. Öğrencilerin akademik motivasyon düzeyi ile sosyal bağlılık düzeyi arasında pozitif yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Akademik motivasyon ve sosyal bağlılık değişkenleri birlikte akademik özyeterlik algısına ilişkin varyansın %11’ini açıklamaktadır. Akademik motivasyon düzeyi ile erteleme eğilimi düzeyi arasında pozitif yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Akademik özyeterlik düzeyi ile sosyal bağlılık düzeyi arasında negatif yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Öğrencilerin sosyal bağlılık düzeyi ile erteleme eğilimi düzeyi arasında pozitif yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Öğrencilerin akademik özyeterlik algıları ile erteleme eğilimleri arasında anlamlı bir ilişki bulunamamıştır. Araştırmanın bulguları, akademik ertelemenin önlenmesi ve azaltılmasının kapsamlı bir eğitim yaklaşımının parçası olması gerektiğini göstermektedir.

Keywords

Akademik Özyeterlik Akademik Motivasyon Sosyal Bağlılık Erteleme Eğilimi

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ACADEMIC MOTIVATION, SOCIAL COMMITMENT AND PROCRASTINATION TENDENCY AS PREDICTORS OF ACADEMIC SELF-EFFICACY IN UNIVERSITY STUDENTS

Year 2022, , 311 - 324, 30.10.2022

Nesip Demirbilek , Ferhat Han

https://doi.org/10.29029/busbed.1165591
Cited By: 2

Abstract

The aim of the study is to determine the academic self-efficacy, academic motivation, social commitment, and procrastination levels of university students. Relational survey model, one of the quantitative research methods, was used in the research. The universe of the research consists of university students studying at the Faculty of Arts and Sciences at Bingöl University in the 2019-2020 academic year with distance education. The sample of the study was determined by the convenient sampling method, which is one of the non-random sampling methods. In this study, scales were sent to the e-mail addresses of all students studying at the Faculty of Arts and Sciences. 546 students voluntarily participated in the study. As a result of the research, it was determined that the students' academic self-efficacy levels were above the average, their academic motivation levels were moderate, their social commitment levels were below the average, and their procrastination tendencies were moderate. A positive, low-level meaningful relationship was found between students' academic self-efficacy and academic motivation levels. Academic motivation is an important predictor of academic self-efficacy perception. Academic motivation explains about 6% of the variance in students' academic self-efficacy. A positive, low-level meaningful relationship was found between students' academic motivation levels and social commitment levels. Academic motivation and social commitment variables together explain 11% of the variance regarding the perception of academic self-efficacy. A low-level significant positive correlation was found between the level of academic motivation and the level of procrastination. A negative, low-level meaningful relationship was found between the level of academic self-efficacy and the level of social commitment. There was a positive and low-level meaningful relationship between students' social commitment levels and procrastination levels. No meaningful relationship was found between students' academic self-efficacy perceptions and procrastination tendencies. Our findings suggest that the prevention and reduction of academic procrastination should be part of a comprehensive educational approach.

Keywords

Academic Self-Efficacy Academic Motivation Social Commitment Procrastination Tendency

References

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  • Bandura, A. (1993). Perceived self-efficacy in cognitive-development and functioning. Educ. Psychol. 28, 117–148. doi: 10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman, Times Books.
  • Boysan, M. (2019). An integration of quadripartite and helplessness-hopelessness models of depression using the Turkish version of the Learned Helplessness Scale (LHS). British Journal of Guidance & Counselling, 48(5), 650-669.
  • Büyüköztürk, Ş. Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
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  • Chen, S.-Y., & Lu, L. (2015). The role of achievement motivations and achievement goals in Taiwanese College Students‟ cognitive and psychological outcomes. Journal of College Student Development. 56(4), 397-412. https://doi.org/10.1353/csd.2015.0040 Cohen, L., Manion, L. and Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
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  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology. 53(1), 109–32. https://doi.org/10.1146/annurev.psych.53.100901.135153
  • Ein-Gar, D., and Steinhart, Y. (2017). Self-control and task timing shift self-efficacy and influence willingness to engage in effortful tasks. Front. Psychol. 8:1788. doi: 10.3389/fpsyg.2017.01788
  • Farid, M. F., Akhtar, M., & Qamar, S. (2014). Relationship between causal attributions and self-esteem. World Applied Sciences Journal, 32(3), 386–391.
  • Flett, A. L., Haghbin, M., & Pychyl, T. A. (2016). Procrastination and depression from a cognitive perspective: An exploration of the associations among procrastinatory automatic thoughts, rumination, and mindfulness. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 34(3), 169–186. https://doi.org/10.1007/s10942-016-0235-1.
  • Ge, C., Li, C. D., and Li, S. J. (2018). Study on the relationship between the junior high school students’ self-efficacy and academic procrastination. J. Zhoukou Norm. Univ. 35, 146–152.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Nesip Demirbilek 0000-0001-5133-7111

Ferhat Han 0000-0001-6556-9685

Publication Date October 30, 2022
Published in Issue Year 2022

Cite

APA Demirbilek, N., & Han, F. (2022). ÜNİVERSİTE ÖĞRENCİLERİNDE AKADEMİK ÖZYETERLİĞİN YORDAYICILARI OLARAK AKADEMİK MOTİVASYON, SOSYAL BAĞLILIK VE ERTELEME EĞİLİMİ. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(24), 311-324. https://doi.org/10.29029/busbed.1165591

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