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

Yıl 2022, Sayı: 24, 311 - 324, 30.10.2022

Nesip Demirbilek , Ferhat Han

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

Öz

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.

Anahtar Kelimeler

Akademik Özyeterlik Akademik Motivasyon Sosyal Bağlılık Erteleme Eğilimi

Kaynakça

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

Yıl 2022, Sayı: 24, 311 - 324, 30.10.2022

Nesip Demirbilek , Ferhat Han

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

Öz

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.

Anahtar Kelimeler

Academic Self-Efficacy Academic Motivation Social Commitment Procrastination Tendency

Kaynakça

  • Alan, S. (2019). Comparative investigation of entrepreneurship and innovation perceptions of preservice teachers. International Journal of Education in Mathematics. Science and Technology (IJEMST), 7(4), 311-318.
  • Aldarmaki, F. R. (2012). Relationships between career counseling attitudes and self-esteem and self-efficacy among Emirati university students. Journal of Career Development, 39(2), 143–161.
  • Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S. (2008). Third-year college retention and transfer: effects of academic performance, motivation, and social connectedness. Research in Higher Education. 49(7), 647-664. https://doi.org/10.1007/s11162-008-9098-3
  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1-34.
  • Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: Underregulation or misregulation form. European Journal of Psychology of Education, 31(3), 439–459. https://doi.org/10.1007/s10212-015-0266-5. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Adv. Behav. Res. Ther. 84, 139–161. doi: 10.1016/0146-6402(78)90002-4
  • 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.
  • Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4), 156–163. Chatterjee, S. & Hadi, A. S. (2006). Regression analysis by example (Vol. 607). John Wiley & Sons.
  • 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.
  • Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 297–312). Duru. E. (2007). Sosyal bağlılık ölçeğinin Türk kültürüne uyarlanması. Eurasian Journal of Educational Research, (26), 85-94.
  • 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.
  • Ghosh, R., and Roy, S. (2017). Relating multidimensional perfectionism and academic procrastination among Indian university students Is there any gender divide? Gender Manag. 32, 518–534. doi: 10.1108/gm-01-2017-0011
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  • Klingsieck, K. B. (2013). Procrastination: when good things don’t come to those who wait. Eur. Psychol. 18, 24–34. doi: 10.1027/1016-9040/a000138
  • Kohut, H. (1977). The analysis of the self. New York: International Universities Press.
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  • Krispenz, A., Gort, C., Schültke, L., & Dickhäuser, O. (2019). How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy. Frontiers in psychology, 10, 1917.
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  • Mouratidis, A., Michou, A., Aelterman, N., Haerens, L., and Vansteenkiste, M. (2018). Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation. Educ. Psychol. 38, 435–450. doi: 10.1080/01443410.2017.1402863
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  • Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29(1), 3–19. https://doi.org/10.1080/0260293042000160384.
  • Özer, B. U., Saçkes, M. & Tuckman, B. W. (2013). Psychometric properties of the Tuckman Procrastination Scale in a Turkish sample. Psychological Reports, 113(3), 874-884.
  • Phan, H. P., & Ngu, B. H. (2014). Interrelations between self-esteem and personal self-efficacy in educational contexts: An empirical study. International Journal of Applied Psychology, 4(3), 108–120.
  • Przepiorka, A., Blachnio, A., and Siu, N. Y. F. (2019). The relationships between self-efficacy, self-control, chronotype, procrastination and sleep problems in young adults. Chronobiol. Int. 36, 1025–1035. doi: 10.1080/07420528.2019.1607370
  • Roksa, J., & Whitley, S. (2017). Fostering academic success of first-year students: Exploring the Roles of motivation, race, and faculty. Journal of College Student Development, 58, 333-348. https://doi.org/10.1353/csd.2017.0026.
  • Romano, J. L. (1996). Procrastination and task avoidance: theory, research, and treatment. Contemp. Psychol. 41, 698–699. Scheel, M., Madabhushi, S., & Backhaus, A. (2009). The academic motivation of at-risk students in a counseling prevention program. The Counseling Psychologist, 37, 1147-1178. https://doi.org/10.1177/0011000009338495
  • Sirois, F. M., Melia-Gordon, M. L., and Pychyl, T. A. (2003). “I’ll look after my health, later”: an investigation of procrastination and health. Pers. Individ. Diff. 35, 1167–1184. doi: 10.1016/s0191-8869(02)00326-4
  • Skinner, B. F. (1978). Reflections on behaviorism and society. Englewood Cliffs, NJ: Prentice-Hall.
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503.
  • Stead, R., Shanahan, M. J., and Neufeld, R. W. J. (2010). “I’ll go to therapy, eventually”: procrastination, stress and mental health. Pers. Individ. Diff. 49, 175–180. doi: 10.1016/j.paid.2010.03.028
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65.
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  • Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Pratice, 16, 5–22. https://doi.org/10.12738/estp.2016.1.0108.
  • Yılmaz, M., Gürçay, D. & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 253-259.
  • Zhang, C. H., Si, J. W., and Zhang, B. C. (2010). A review of the study on influencing factors of learning procrastination. J. Shandong Univ. Technol. 26, 106–109.
  • Zhang, Y. T., Dong, S. Q., Fang, W. J., Chai, X. H., Mei, J. J., and Fan, X. Z. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Adv. Health Sci. Educ. 23, 817–830. doi: 10.1007/s10459-018-9832-3
  • Zhao, H., and Zhang, L. C. (2018). Influencing factors of female college students’ self-control in learning: multiple mediation effects of Self-efficacy, learning motivation and learning strategy. Chinese J. Ergon. 24, 17–52.
  • Ziegler, N., and Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: the link with metacognitive self-regulation, self-efficacy, and effort regulation. Learn. Individ. Diff. 64, 71–82. doi: 10.1016/j.lindif.2018.04.009
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  • Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Giunta, L. D., Milioni, M., et al. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158–162.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Nesip Demirbilek 0000-0001-5133-7111

Ferhat Han 0000-0001-6556-9685

Yayımlanma Tarihi 30 Ekim 2022
Yayımlandığı Sayı Yıl 2022Sayı: 24

Kaynak Göster

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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