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Siber Aylaklığı Öngörmek: Üniversite Öğrencilerinde Motivasyon, Azim ve Akademik Ertelemenin Rolleri

Predicting Cyberloafing: The Roles of Motivation, Grit, and Procrastination in University Students

Özge Canoğulları(ARTVİN ÇORUH ÜNİVERSİTESİ)0000-0003-2867-7948
Kıvanç Bozkuş(ARTVİN ÇORUH ÜNİVERSİTESİ)0000-0002-4787-3664
Sayfa
214–226
Yayın Tarihi
2026-08-31
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Sonuçlar, yüksek motivasyonun daha yüksek azmi öngördüğünü, azimli olmanın akademik ertelemeyi olumsuz yönde etkilediğini ve akademik ertelemenin siber aylaklık davranışlarını pozitif yönde etkilediğini ortaya koymuştur.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışma, Türkiye’deki bir üniversitede öğrenim gören 468 lisans öğrencisinin motivasyon, azim, akademik erteleme ve siber aylaklık düzeyleri arasındaki ilişkileri incelemeyi amaçlamıştır.
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Temel Bulgular & Veri:Araştırmada, motivasyonun aylaklığı dolaylı olarak önce azim, ardından akademik erteleme yoluyla etkilediği ardışık bir aracılık modeli önerilmiştir.
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Sonuç & Katkı:Sonuçlar, yüksek motivasyonun daha yüksek azmi öngördüğünü, azimli olmanın akademik ertelemeyi olumsuz yönde etkilediğini ve akademik ertelemenin siber aylaklık davranışlarını pozitif yönde etkilediğini ortaya koymuştur.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Motivasyon · Azim · Akademik erteleme

Özet

Bu çalışma, Türkiye’deki bir üniversitede öğrenim gören 468 lisans öğrencisinin motivasyon, azim, akademik erteleme ve siber aylaklık düzeyleri arasındaki ilişkileri incelemeyi amaçlamıştır. Araştırmada, motivasyonun aylaklığı dolaylı olarak önce azim, ardından akademik erteleme yoluyla etkilediği ardışık bir aracılık modeli önerilmiştir. Katılımcıların motivasyon düzenleme stratejileri, azim düzeyleri, akademik erteleme eğilimleri ve siber aylaklık davranışları geçerliliği kanıtlanmış ölçme araçlarıyla değerlendirilmiştir. Verilerin normal dağılmaması nedeniyle sağlam maksimum yöntemiyle gerçekleştirilen yapısal eşitlik modellemesi, öne sürülen model ile veriler arasında çok iyi bir uyum olduğunu göstermiştir. Sonuçlar, yüksek motivasyonun daha yüksek azmi öngördüğünü, azimli olmanın akademik ertelemeyi olumsuz yönde etkilediğini ve akademik ertelemenin siber aylaklık davranışlarını pozitif yönde etkilediğini ortaya koymuştur. Bu bulgular, öğretmen adaylarında motivasyon ve azim gibi kişisel özelliklerin geliştirilmesinin, akademik erteleme ve dijital ortamda dikkat dağıtıcı davranışları azaltmada önemli bir rol oynayabileceğini göstermektedir. Bu sebeple üniversitelerin Eğitim Fakülteleri’ndeki öğrencilerin çalışma davranışlarını iyileştirilecek, teknolojik aletleri verimli kullanmalarını sağlayacak politikalar benimsenmesi önerilmektedir. Öğretmen eğitimi ve öz düzenleme becerilerini destekleyen müdahale programları için çeşitli öneriler sunulmaktadır.

Abstract

This study explored the relationships between motivation, grit, academic procrastination, and cyberloafing among 468 undergraduate education students at a Turkish university. A serial mediation model was proposed, suggesting that motivation indirectly influences cyberloafing through the sequential effects of grit and academic procrastination. Data were collected using validated instruments measuring motivation regulation, grit, academic procrastination tendencies, and cyberloafing behavior. Structural equation modeling with robust maximum likelihood estimation, due to non-normality of the data, showed an excellent fit with the proposed model. The findings supported the hypothesized relationships: higher motivation predicted greater grit, which in turn was associated with lower levels of academic procrastination, which then predicted higher levels of cyberloafing. These results underscore the importance of promoting motivation and grit among pre-service teachers as protective factors against procrastination and its potential consequences in digital contexts. For this reason, it is recommended that universities adopt policies that will improve the study behaviors of students in Faculties of Education and enable them to use technological tools efficiently. Implications for teacher education programs and intervention strategies aimed at enhancing self-regulation and academic performance are discussed in detail.

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Bu Makaleye Atıf Yap

Canoğulları, Ö., Bozkuş, K. (2026). Siber Aylaklığı Öngörmek: Üniversite Öğrencilerinde Motivasyon, Azim ve Akademik Ertelemenin Rolleri. Yükseköğretim ve Bilim Dergisi, Cilt: 16 Sayı: 2, 214–226. https://doi.org/10.5961/higheredusci.1707234

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