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The Relationship Between Academic Procrastination Academic Self-Efficacy and Academic Achievement Among Undergraduates

Yıl 2020, Cilt: 1 Sayı: 1, 57 - 68, 31.07.2020

Abdullah Yiğit Güngör

Öz

The aim of the study is to investigate the relationship between academic procrastination, academic self-efficacy, and academic achievement. In this context, the data was obtained from 86 senior undergraduates studying at Faculty of Humanities and Social Sciences - Atatürk University in 2020 and was subjected to reqired analyses. The results of the analyses show that there is a negative and significant relationship between academic self-efficacy and academic procrastination; positive and significant realtionship between academic self-efficacy and academic achievement. Morever, the results of the regression analysis show that academic self-efficacy is a predictor factor for academic procrastination and academic achievement. There is not any significant relationship between academic procrastination and academic achievement.

Anahtar Kelimeler

academic procrastination academic self-efficacy academic achievement

Kaynakça

  • Aitken, M. E. (1982). A personality profile of the college student procrastinator. Unpublished Doctoral Dissertation, University of Pittsburgh.
  • Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: causes and results. Theory and Practice in Language Studies, 5(11), 2262-2268.
  • Arbabisarjou, A., Zare, S., Shahrakipour, M., & Ghoreishinia, G. (2016). The relationship between academic achievement motivation and academic performance among Medical students. International Journal of Pharmacy and Technology, 8(2), 12272-12280.
  • Asakereh, A., & Yousofi, N. (2018). Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students in Higher Education: Is there a Relationship?. International Journal of Educational Psychology, 7(1), 68-89.
  • Azar, F. S. (2013, March). Self-efficacy, achievement motivation and academic procrastination as predictors of academic achievement in pre-college students. Proceeding of the Global Summit on Education, 173-178.
  • Balkıs, M. (2006). Öğretmen adaylarının davranışlarındaki erteleme eğiliminin, düşünme ve karar verme tarzları ile ilişkisi. Yayımlanmamış doktora tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Balkıs, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Eurasian Journal of Educational Research, 45, 1-16.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 15(1), 105-125.
  • Balkıs, M., & Duru, E. (2010). Akademik erteleme eğilimi, akademik başarı ilişkisinde genel ve performans benlik saygısının rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 159-170.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2006). Üniversite ögrencilerinde akademik erteleme eğiliminin çeşitli değişkenler açısından incelenmesi. Ege Eğitim Dergisi, 7(2), 57-73.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122-147.
  • Batool, S. S., Khursheed, S., & Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan Journal of Psychological Research, 32(1), 195-211.
  • Bong, M. (2001). Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions. Contemporary educational psychology, 26(4), 553-570.
  • Cerino, E. S. (2014). Relationships Between Academic Motivation, Self-Efficacy, and Academic Procrastination. Psi Chi Journal of Psychological Research, 19(4), 156-163.
  • Chow, H. P. (2011). Procrastination among undergraduate students: Effects of emotional intelligence, school life, self-evaluation, and self-efficacy. Alberta Journal of Educational Research, 57(2), 234-240.
  • Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
  • Doğan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553-561.
  • Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of Students' expectancy-value beliefs. Frontiers in psychology, 8, 1193.
  • Duru, E., & Balkis, M. (2017). Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model. International Journal of Educational Psychology: IJEP, 6(2), 97-119.
  • Eakman, A. M., Kinney, A. R., Schierl, M. L., & Henry, K. L. (2019). Academic performance in student service members/veterans: Effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology, 39(8), 1005-1026.
  • Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. New York: Institute for Rational Living.
  • Farran, B. (2004). Predictors of academic procrastination in college students (Doctoral dissertation, ProQuest Information & Learning).
  • Fátima Goulão, M. (2014). The Relationship between Self-Efficacy and Academic Achievement in Adults' Learners. Athens Journal of Education, 1(3), 237-246.
  • Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216.
  • Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequences of academic procrastination: An interview study. European Journal of Psychology of Education, 28(3), 841-861.
  • Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.
  • Gürbüz, S., & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Haghani, H. (2014). The relationship between academic procrastination, academic achievement, and self-efficacy in nursing students of Tehran University of Medical Sciences. Iranian Journal of Medical Education, 14(1), 32-40.
  • Hamzah, F., Mat, K. C., Bhagat, V., & Mahyiddin, N. S. (2018). Test anxiety and its impact on first year university students and the over view of mind and body intervention to enhance coping skills in facing exams. Research Journal of Pharmacy and Technology, 11(6), 2220-2228.
  • Hassan, A. E. H., Alasmari, A., & Ahmed, E. Y. E. (2015). Influences Of Self-Efficacy As Predictors Of Academic Achievement. International Journal of Education and Research, 3(3), 275-284.
  • Hejazi, E., Shahraray, M., Farsinejad, M., & Asgary, A. (2009). Identity styles and academic achievement: Mediating role of academic self-efficacy. Social Psychology of Education, 12(1), 123-135.
  • Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of learning disabilities, 47(2), 116-124.
  • Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30(1), 64-74.
  • Ibrahim, N. K., Baharoon, B. S., Banjar, W. F., Jar, A. A., Ashor, R. M., Aman, A. A., & Al-Ahmadi, J. R. (2018). Mobile phone addiction and its relationship to sleep quality and academic achievement of medical students at King Abdulaziz University, Jeddah, Saudi Arabia. Journal of research in health sciences, 18(3), e00420.
  • Jamali, M., Noroozi, A., & Tahmasebi, R. (2013). Factors affecting academic self-efficacy and its association with academic achievment among students of Bushehr University Medical Sciences 2012-13. Iranian Journal of Medical Education, 13(8), 629-641.
  • Jerusalem, M., & Schwarzer, R. (1981). Fragebogen zur Erfassung von" Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.).(Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
  • Karataş, H. (2015). Correlation among academic procrastination, personality traits, and academic achievement. Anthropologist, 20(1), 243-255.
  • Kennedy, G. J., & Tuckman, B. W. (2013). An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance. Social psychology of education, 16(3), 435-470.
  • Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.
  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
  • Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157.
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
  • Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary educational psychology, 39(2), 86-99.
  • Lv, B., Zhou, H., Guo, X., Liu, C., Liu, Z., & Luo, L. (2016). The relationship between academic achievement and the emotional well-being of elementary school children in China: The moderating role of parent-school communication. Frontiers in psychology, 7, 948.
  • Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57(1), 1109-1113.
  • Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29(1), 3-19.
  • Öcal, K. (2016). Predictors of Academic Procrastination and University Life Satisfaction among Turkish Sport Schools Students. Educational Research and Reviews, 11(7), 482-490.
  • Özer, A., & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 45-72.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.
  • Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of counseling psychology, 33(4), 387-394.
  • Samaha, M., & Hawi, N. S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Computers in Human Behavior, 57, 321-325.
  • Samavi, S. A., Ebrahimi, K., & Javdan, M. (2016). Relationship between academic engagements, self-efficacy and academic motivation with academic achievement among high school students in Bandar Abbas. Journal of Cognitive Strategies in Learning, (4)7, 71-92.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The journal of social psychology, 135(5), 607-619.
  • Seo, E. H. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality: an international journal, 39(2), 209-217.
  • Setayeshi, A. M., Mir, N. M. M., & Mohebbi, M. (2017). The Relationship between Hopefulness and Academic Achievement: The Mediating Role of the Academic Procrastination. Journal of Educational Sciences, 10(37), 125-142.
  • Sikhwari, T. D. (2014). A study of the relationship between motivation, self-concept and academic achievement of students at a university in Limpopo Province, South Africa. International Journal of Educational Sciences, 6(1), 19-25.
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503-509.
  • Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983-989.
  • Tamadoni, M., Hatami, M., & Hashemi, R. H. (2010). General self efficacy, academic procrastination and academic achievement in university students. Quarterly Educational Psychology, 6(17), 65-86.
  • Vogel, F. R., & Human-Vogel, S. (2016). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. Higher Education Research & Development, 35(6), 1298-1310.
  • Yaycı, L., & Düşmez, İ. (2016). Adolesanların akademik erteleme davranışlarının bazı değişkenler açısından incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 6(10), 80-101.
  • Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik Özyeterlik Ölçeğinin Türkçe’ye Uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 253-259.
  • Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830.

The Relationship Between Academic Procrastination Academic Self-Efficacy and Academic Achievement Among Undergraduates

Yıl 2020, Cilt: 1 Sayı: 1, 57 - 68, 31.07.2020

Abdullah Yiğit Güngör

Öz

Çalışmanın amacı, üniversite öğrencileri arasında akademik erteleme, akademik öz-yeterlik ve akademik başarı değişkenleri arasındaki ilişkiyi incelemektedir. Bu bağlamda, 2020 yılında Atatürk Üniversitesi Oltu Beşeri ve Sosyal Bilimler Fakültesi’nde öğrenim görmekte olan 86 son sınıf lisans öğrencisinden internet yoluyla veri toplanmış ve gerekli analizlere tabi tutulmuştur. Analiz sonuçları akademik öz-yeterlik ile akademik erteleme arasında negatif yönlü ve anlamlı bir ilişki olduğunu, akademik öz-yeterlik ile akademik başarı arasında pozitif ve anlamlı bir ilişki olduğunu göstermektedir. Ayrıca regresyon analizi sonuçları akademik öz-yeterliğin, akademik erteleme ve akademik başarı için yordayıcı bir faktör olduğunu göstermektedir. Akademik erteleme ile akademik başarı arasında ise anlamlı bir ilişki bulunamamıştır.

Anahtar Kelimeler

akademik erteleme akademik öz-yeterlik akademik başarı

Kaynakça

  • Aitken, M. E. (1982). A personality profile of the college student procrastinator. Unpublished Doctoral Dissertation, University of Pittsburgh.
  • Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: causes and results. Theory and Practice in Language Studies, 5(11), 2262-2268.
  • Arbabisarjou, A., Zare, S., Shahrakipour, M., & Ghoreishinia, G. (2016). The relationship between academic achievement motivation and academic performance among Medical students. International Journal of Pharmacy and Technology, 8(2), 12272-12280.
  • Asakereh, A., & Yousofi, N. (2018). Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students in Higher Education: Is there a Relationship?. International Journal of Educational Psychology, 7(1), 68-89.
  • Azar, F. S. (2013, March). Self-efficacy, achievement motivation and academic procrastination as predictors of academic achievement in pre-college students. Proceeding of the Global Summit on Education, 173-178.
  • Balkıs, M. (2006). Öğretmen adaylarının davranışlarındaki erteleme eğiliminin, düşünme ve karar verme tarzları ile ilişkisi. Yayımlanmamış doktora tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Balkıs, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Eurasian Journal of Educational Research, 45, 1-16.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 15(1), 105-125.
  • Balkıs, M., & Duru, E. (2010). Akademik erteleme eğilimi, akademik başarı ilişkisinde genel ve performans benlik saygısının rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 159-170.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2006). Üniversite ögrencilerinde akademik erteleme eğiliminin çeşitli değişkenler açısından incelenmesi. Ege Eğitim Dergisi, 7(2), 57-73.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122-147.
  • Batool, S. S., Khursheed, S., & Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan Journal of Psychological Research, 32(1), 195-211.
  • Bong, M. (2001). Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions. Contemporary educational psychology, 26(4), 553-570.
  • Cerino, E. S. (2014). Relationships Between Academic Motivation, Self-Efficacy, and Academic Procrastination. Psi Chi Journal of Psychological Research, 19(4), 156-163.
  • Chow, H. P. (2011). Procrastination among undergraduate students: Effects of emotional intelligence, school life, self-evaluation, and self-efficacy. Alberta Journal of Educational Research, 57(2), 234-240.
  • Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
  • Doğan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553-561.
  • Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of Students' expectancy-value beliefs. Frontiers in psychology, 8, 1193.
  • Duru, E., & Balkis, M. (2017). Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model. International Journal of Educational Psychology: IJEP, 6(2), 97-119.
  • Eakman, A. M., Kinney, A. R., Schierl, M. L., & Henry, K. L. (2019). Academic performance in student service members/veterans: Effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology, 39(8), 1005-1026.
  • Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. New York: Institute for Rational Living.
  • Farran, B. (2004). Predictors of academic procrastination in college students (Doctoral dissertation, ProQuest Information & Learning).
  • Fátima Goulão, M. (2014). The Relationship between Self-Efficacy and Academic Achievement in Adults' Learners. Athens Journal of Education, 1(3), 237-246.
  • Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216.
  • Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequences of academic procrastination: An interview study. European Journal of Psychology of Education, 28(3), 841-861.
  • Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.
  • Gürbüz, S., & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Haghani, H. (2014). The relationship between academic procrastination, academic achievement, and self-efficacy in nursing students of Tehran University of Medical Sciences. Iranian Journal of Medical Education, 14(1), 32-40.
  • Hamzah, F., Mat, K. C., Bhagat, V., & Mahyiddin, N. S. (2018). Test anxiety and its impact on first year university students and the over view of mind and body intervention to enhance coping skills in facing exams. Research Journal of Pharmacy and Technology, 11(6), 2220-2228.
  • Hassan, A. E. H., Alasmari, A., & Ahmed, E. Y. E. (2015). Influences Of Self-Efficacy As Predictors Of Academic Achievement. International Journal of Education and Research, 3(3), 275-284.
  • Hejazi, E., Shahraray, M., Farsinejad, M., & Asgary, A. (2009). Identity styles and academic achievement: Mediating role of academic self-efficacy. Social Psychology of Education, 12(1), 123-135.
  • Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of learning disabilities, 47(2), 116-124.
  • Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30(1), 64-74.
  • Ibrahim, N. K., Baharoon, B. S., Banjar, W. F., Jar, A. A., Ashor, R. M., Aman, A. A., & Al-Ahmadi, J. R. (2018). Mobile phone addiction and its relationship to sleep quality and academic achievement of medical students at King Abdulaziz University, Jeddah, Saudi Arabia. Journal of research in health sciences, 18(3), e00420.
  • Jamali, M., Noroozi, A., & Tahmasebi, R. (2013). Factors affecting academic self-efficacy and its association with academic achievment among students of Bushehr University Medical Sciences 2012-13. Iranian Journal of Medical Education, 13(8), 629-641.
  • Jerusalem, M., & Schwarzer, R. (1981). Fragebogen zur Erfassung von" Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.).(Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
  • Karataş, H. (2015). Correlation among academic procrastination, personality traits, and academic achievement. Anthropologist, 20(1), 243-255.
  • Kennedy, G. J., & Tuckman, B. W. (2013). An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance. Social psychology of education, 16(3), 435-470.
  • Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.
  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
  • Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157.
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
  • Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary educational psychology, 39(2), 86-99.
  • Lv, B., Zhou, H., Guo, X., Liu, C., Liu, Z., & Luo, L. (2016). The relationship between academic achievement and the emotional well-being of elementary school children in China: The moderating role of parent-school communication. Frontiers in psychology, 7, 948.
  • Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57(1), 1109-1113.
  • Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29(1), 3-19.
  • Öcal, K. (2016). Predictors of Academic Procrastination and University Life Satisfaction among Turkish Sport Schools Students. Educational Research and Reviews, 11(7), 482-490.
  • Özer, A., & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 45-72.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.
  • Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of counseling psychology, 33(4), 387-394.
  • Samaha, M., & Hawi, N. S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Computers in Human Behavior, 57, 321-325.
  • Samavi, S. A., Ebrahimi, K., & Javdan, M. (2016). Relationship between academic engagements, self-efficacy and academic motivation with academic achievement among high school students in Bandar Abbas. Journal of Cognitive Strategies in Learning, (4)7, 71-92.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The journal of social psychology, 135(5), 607-619.
  • Seo, E. H. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality: an international journal, 39(2), 209-217.
  • Setayeshi, A. M., Mir, N. M. M., & Mohebbi, M. (2017). The Relationship between Hopefulness and Academic Achievement: The Mediating Role of the Academic Procrastination. Journal of Educational Sciences, 10(37), 125-142.
  • Sikhwari, T. D. (2014). A study of the relationship between motivation, self-concept and academic achievement of students at a university in Limpopo Province, South Africa. International Journal of Educational Sciences, 6(1), 19-25.
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503-509.
  • Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983-989.
  • Tamadoni, M., Hatami, M., & Hashemi, R. H. (2010). General self efficacy, academic procrastination and academic achievement in university students. Quarterly Educational Psychology, 6(17), 65-86.
  • Vogel, F. R., & Human-Vogel, S. (2016). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. Higher Education Research & Development, 35(6), 1298-1310.
  • Yaycı, L., & Düşmez, İ. (2016). Adolesanların akademik erteleme davranışlarının bazı değişkenler açısından incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 6(10), 80-101.
  • Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik Özyeterlik Ölçeğinin Türkçe’ye Uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 253-259.
  • Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Abdullah Yiğit Güngör 0000-0001-8135-7180

Yayımlanma Tarihi 31 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 1 Sayı: 1

Kaynak Göster

APA Güngör, A. Y. (2020). The Relationship Between Academic Procrastination Academic Self-Efficacy and Academic Achievement Among Undergraduates. Oltu Beşeri Ve Sosyal Bilimler Fakültesi Dergisi, 1(1), 57-68.
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