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Akademik Erteleme Davranışının Benlik Saygısı, Durumluluk Kaygı, Oz-Yeterlilik Açısından Açıklanabilirliğinin İncelenmesi

Explanation of Academic Procrastination from Self-esteem, State anxiety, Self-efficacy

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Abstract (2. Language): 
The purpose of the present study was to examine the interplay between academic procrastination, self-esteem, state anxiety and self-efficacy of the 11th grade high school students who are getting prepared for the University Entry Exam. Particapants were 400 students (220 female, 180 male) that were chosen randomly in Konya province. Academic Procrastination Behavior Scale (APBS), Academic Self-Efficacy (ASES), Coopersmith Self-Esteem Scale (CSES), Spielberg State Anxiety Inventory (SSAI) was used. Pearson Moments Correlation, multiple regression analyze, F-test and t-test was used to analyze data. According to the result, while low self-esteem significantly explains academic procrastination, state anxiety and self-efficacy beliefs don't explain academic procrastination. High academic procrastinators and middle level procrastinators have more state anxiety than low academic procrastinators. Also male students are more inclined to academic procrastination than female students.
Abstract (Original Language): 
Bu araştırmanın amacı, üniversite sınavına hazırlanan lise son sınıf öğrencilerinin akademik erteleme davranışlarının; benlik saygısı, durumluluk kaygı ve öz-yeterlik inançları ile ilişkisinin incelenmesidir. Araştırmanın çalışma grubunu Konya ilinde üniversite sınavına hazırlanan tesadüfi yöntemle seçilen 220 kız öğrenci ve 180 erkek öğrenci olmak üzere 400 lise son sınıf öğrencisi oluşturmaktadır. Araştırmada veriler için Akademik Erteleme Ölçeği, Coopersmith Benlik Saygısı Envanteri, Akademik Öz-Yeterlik Ölçeği, Spielberg Durumluluk Kaygı Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Verilerin istatistiksel analizi için Pearson Momentler Çarpımı Korelasyonu, Çoklu Regresyon, t-testi ve F testi kullanılmıştır. Araştırma sonucunda, düşük benlik saygısı akademik erteleme davranışını anlamlı düzeyde açıklarken, durumluluk kaygı ve öz-yeterlilik inancının akademik erteleme davranışını anlamlı düzeyde açıklamadığı belirlenmiştir. Bunun yanı sıra yüksek ve orta düzeyde akademik erteleme davranışı gösterenler daha fazla durumluluk kaygı yaşamaktadırlar. Ayrıca erkek öğrencilerin, kız öğrencilerden daha fazla akademik erteleme davranışında bulundukları sonucuna ulaşılmıştır.

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Pegem
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