SavedAdd your journal

Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2013 / Cilt: 14 - Sayı: 2

The investigation of University students academic procrastination, general self- efficacy belief and responsibility

Üniversite öğrencilerinin akademik erteleme davranışı, genel yetkinlik inancı ve sorumluluklarının incelenmesi

Sinem Evin AKBAY
Öner ÇELİKKALELİ
Pages
237–254
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

When the grades of students are investigated, it is seen that 4th grade studentsare more self-efficacious than 1st, 2nd and 3rd grade students, and have moreresponsibility feelings towards themselves than 2nd and 3rd grade students, and have lesstendency towards academic postponement than 2nd and 3rd grade students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to investigate the correlation between academic procrastination,general self-efficacy belief, and responsibility of students in education faculty.
📊
Key Findings & Data:Further,academic procrastination, general self -efficacy belief and responsibility of students areillustrated according to gender, the graduated high school, and their grades.
💡
Conclusion & Impact:When the grades of students are investigated, it is seen that 4th grade studentsare more self-efficacious than 1st, 2nd and 3rd grade students, and have moreresponsibility feelings towards themselves than 2nd and 3rd grade students, and have lesstendency towards academic postponement than 2nd and 3rd grade students.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The aim of this study is to investigate the correlation between academic procrastination,general self-efficacy belief, and responsibility of students in education faculty. Further,academic procrastination, general self -efficacy belief and responsibility of students areillustrated according to gender, the graduated high school, and their grades. According toresults , there is a significant correlation between university students academicprocrastination and general self -efficacy beliefs, and there is a meaningful correlationbetween respon sibility towards others and towards themselves. The results based ongender variable present that male students show more tendencies towards academicprocrastination behavior, and female students have more responsibility towardsthemselves. When the grades of students are investigated, it is seen that 4th grade studentsare more self-efficacious than 1st, 2nd and 3rd grade students, and have moreresponsibility feelings towards themselves than 2nd and 3rd grade students, and have lesstendency towards academic postponement than 2nd and 3rd grade students.

Özet

Bu çalışmanın amacı, eğitim fakültesi öğrencilerinde akademik erteleme, genel yetkinlikinancı ve sorum luluk düzeyi arasındaki ilişkiyi incelemektir. Bununla birlikte, cinsiyet,mezun olunan lise türü ve sınıf düzeylerine göre akademik erteleme, genel yetkinlikinancı ve sorumluluk düzeyleri incelenmiştir. Verilerin analizinden elde edilen sonuçlaragöre; üniversite öğrencilerinin akademik erteleme davranışları ile genel yetkinlikinançları, başkalarına karşı sorumluluk ve kendilerine karşı sorumluluk düzeyleri arasındaanlamlı bir ilişki bulunmuştur . Cinsiyet değişkenine ilişkin elde edilen bulgularda ise;erkek öğrencilerin daha fazla akademik erteleme davranışı gösterme eğiliminde oldukları,kız öğrencilerin de daha fazla kendine karşı sorumluluk duygusuna sahip olduğugörülmektedir. Son olarak sınıf düzeyi değişkenine bakıldığında ise; 4. sınıf öğrenciler i 1.,2. ve 3. sınıf öğrencilerine göre daha fazla yetkinlik inancına, 2. ve 3. sınıflara göre dahafazla kendine karşı sorumluluk duygusuna, yine 2. ve 3. Sınıflara göre daha az akademikerteleme davranışı eğilimine sahip oldukları görülmektedir.

🔖

Cite This Article

AKBAY, S. E., ÇELİKKALELİ, Ö. (2022). The investigation of University students academic procrastination, general self- efficacy belief and responsibility. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 14 - Sayı: 2, 237–254. https://ajindex.com/articles/431013

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (1)

  1. Akbay, S. E. (2009). Cinsiyete Göre Üniversite Öğrencilerinde Akademik Erteleme Davranışı: Akademik Güdülenme, Akademik Özyeterlik ve Akademik Yükleme Stillerinin Rolü. Mersin Üniversitesi Soyal Bilimler Enstitüsü Eğitim Bilimleri Ana Bilim Dalı. Yayımlanmamış Yüksek Lisans Tezi. Alexander, S. E. ve Onwuegbuzie, J. A. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individu al Differences, 42, 1301 -1310. Arthur, W., ve Graziano, W. (1996). The five -factor model, conscientiousness, and driving accident involvement. Journal of Personality, 64, 595 –618. Balkıs, M., Buluş, M., Duru, E. Ve Duru, S. (2006). Üniversite Öğrencilerinde Akademik Erteleme Eğiliminin Çeşitli Değişkenler Açısından İncelenmesi. Ege Eğitim Dergisi, 7, 57 -73. Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191 –215. Bandura, A. (1977b). Social learnin g theory. Prentice -Ha ll, Inc, Engkewood: New Jersey. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1995). Self-efficacy in changing societies. In A. Bandura (ed.) Exercise of personal and collective efficacy in changing societies (pp. 1 –45). New Yo rk: Cambridge University Pres. Bandura, A. (1997). Self-efficacy: The exercise of control. New Y ork: W. H. Freeman and Company. Beck, B. L., Koons, S. R., ve 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, 3 –13. Beswick, G., Rothblum, E. D., v e Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207 -217. Bridges, K. R., ve Roig, M. (1997). Academic procrastination and irrational thinking: A re -examination with context controlled. Person Indioid, 22 (6), 941 -944. Clark, J. L., ve Hill, O. W. (1994). Academic procrastination among African -American college students. Psychological Reports, 75, 931 -936. Cohen J. R., Ferrari J. R., ve Diaz-Morales, J. F. (2008). An integrated view of personality styles related to avoidant procrastination. Personality and Individual Differences, 45, 554 –558. Çelikkaleli, Ö. ve Çapri, B. (2008). Genel Yetkinlik İnancı Ölçeği’nin Türkçe formunun geçerlik ve güvenirlik çalışması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17 (3), 93 –104.