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Ergenlerde Akademik Erteleme: Akılcı Olmayan İnançlar, Başarısızlık Korkusu, Benlik Saygısı ve Akademik Motivasyon

Academic Procrastination in Adolescents: The Predictive Role of Irrational Beliefs, Fear of Failure, Self-Esteem, and Academic Motivation

Merve Kandal0009-0001-2439-9613
Namık Kemal Haspolat(ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ)0000-0003-1755-7393
Sayfa
1058–1093
Yayın Tarihi
2026-09-30
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Araştırmada ele alınan değişkenlerin ergenlerin akademik erteleme davranışının %46’sını açıkladığı tespit edilmiştir.

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Amaç & Hipotez:Bu araştırmanın amacı akılcı olmayan inançlar, başarısızlık korkusu, benlik saygısı ve akademik motivasyon değişkenlerinin akademik erteleme üzerindeki etkisinin incelenmesidir.
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Temel Bulgular & Veri:Çalışma grubu 359 kız (%55,4) ve 289 erkek (%44,6) olmak üzere toplamda 648 lise öğrencisinden oluşmaktadır.
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Sonuç & Katkı:Araştırmada ele alınan değişkenlerin ergenlerin akademik erteleme davranışının %46’sını açıkladığı tespit edilmiştir.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Akademik Erteleme · Akılcı Olmayan İnançlar · Başarısızlık Korkusu

Özet

Bu araştırmanın amacı akılcı olmayan inançlar, başarısızlık korkusu, benlik saygısı ve akademik motivasyon değişkenlerinin akademik erteleme üzerindeki etkisinin incelenmesidir. Araştırma, iki ya da daha fazla değişkenin değişimini ortaya koymayı amaçlayan yordamaya dayalı korelasyonel bir çalışmadır. Çalışma grubu 359 kız (%55,4) ve 289 erkek (%44,6) olmak üzere toplamda 648 lise öğrencisinden oluşmaktadır. Araştırma verileri Kişisel Bilgi Formu, Akademik Erteleme Ölçeği, Akılcı Olmayan İnançlar Ölçeği Ergen Formu, Ergenler İçin Benlik Algısı Ölçeği, Performans Başarısızlığını Değerlendirme Envanteri ve Akademik Motivasyon Ölçeği kullanılarak elde edilmiştir. Toplanan verilerin analizinde ise Hiyerarşik Regresyon Analizi kullanılmıştır. Araştırmadan elde edilen sonuçlara göre akılcı olmayan inançlar, benlik saygısı, başarısızlık korkusu ve akademik motivasyon değişkenleri ergenlerin akademik erteleme davranışlarının anlamlı birer yordayıcısıdır. Bu değişkenler içerisinde en güçlü yordayıcı akademik motivasyondur. Araştırmada ele alınan değişkenlerin ergenlerin akademik erteleme davranışının %46’sını açıkladığı tespit edilmiştir. Bu çalışmanın sonuçları, geliştirilebilecek bilişsel ve duyuşsal müdahalelerin ergenlerin akademik erteleme davranışının önlenmesinde etkili olabileceğini göstermektedir.

Abstract

The aim of this study is to examine the effects of irrational beliefs, fear of failure, self-esteem, and academic motivation on academic procrastination. The research is a predictive correlational study designed to reveal the relationships among two or more variables. The study group consists of a total of 648 high school students, including 359 females (55.4%) and 289 males (44.6%). The data were collected using the Personal Information Form, Academic Procrastination Scale, Irrational Beliefs Scale – Adolescent Form, Self-Perception Profile for Adolescents, Performance Failure Appraisal Inventory, and Academic Motivation Scale. Hierarchical regression analysis was employed to analyze the collected data. The findings indicate that irrational beliefs, self-esteem, fear of failure, and academic motivation are significant predictors of adolescents’ academic procrastination behaviors. Among these variables, academic motivation emerged as the strongest predictor. It was also determined that these variables collectively explain 46% of the variance in academic procrastination. The results of this study suggest that cognitive and affective interventions that can be developed may be effective in preventing academic procrastination behaviors among adolescents.

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Bu Makaleye Atıf Yap

Kandal, M., Haspolat, N. K. (2026). Ergenlerde Akademik Erteleme: Akılcı Olmayan İnançlar, Başarısızlık Korkusu, Benlik Saygısı ve Akademik Motivasyon. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 3, 1058–1093. https://doi.org/10.29299/kefad.1931836

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