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Moderation Role of School Type on the Relationship of General Procrastination And Self-Efficacy: A Research on to Vocational School Students

Year 2022, Volume: 4 Issue: 2, 120 - 140, 31.12.2022

Ersin Irk Mesut Ardıç

https://doi.org/10.51541/nicel.1122312

Abstract

The main purpose of this research is to determine whether the school type has a moderation effect on the relationship between self-efficacy and general procrastination behavior of undergraduate students. Students from two different school types were included in the study in order to determine whether the school type has a moderation effect. For this purpose, a questionnaire was applied to 525 students studying at Tokat Gaziosmanpaşa University Erbaa Vocational School of Health Care Services and Erbaa Vocational School. Before the analysis phase of the data, demographic findings, correlation, reliability and factor analyzes were examined. The questionnaire included statements about measuring the variables of self-efficacy, general procrastination, and questions about demographic characteristics. SPSS Process Macro (Model 1) was used for regression and situational impact analysis to test the developed hypotheses. As a result of the research, it was determined that there is a negative correlation between students' self-efficacy and academic procrastination tendencies, procrastination sub-dimension and effective use of time sub-dimension. In addition, it was determined that the type of school had a moderating effect on the relationship between self-efficacy and the sub-dimension of effective use of time.

Keywords

Self-Efficacy Academic Procrastination Moderating Effect

References

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  • Bandura, A. (1993), Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (2006), Toward a psychology of human agency, Perspectives on Psychological Science, 1(2), 164-180.
  • Barnova, S. ve Krasna, S. (2021), General procrastination and academic procrastination in preservice teachers in the slovak republic. The Journal Of International Education Science, 27 (8), 1-11.
  • Brando-Garrido. C.. Montes-Hidalgo. J.. Limonero. J. T.. Gómez-Romero. M. J. ve Tomás-Sábado. J. (2020), Relationship Of Academic Procrastination With Perceived Competence. Coping. Self-Esteem And Self-Efficacy İn Nursing Students, Enfermería Clínica (English Edition)
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  • Gupta, R., Hershey, D. A. ve Gaur, J. (2012), Time perspective and procrastination in the workplace: an empirical investigation, Current Psychology, 31(2), 195–211.
  • Güngör, A. B. ve Koçak, O. (2020), Üniversite öğrencilerinin akıllı telefon bağımlılığı ve akademik erteleme davranışı arasındaki ilişkinin incelenmesi, Eğitim ve Toplum Araştırmaları Dergisi, 7(2), 397-419.
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Özyeterlilik Erteleme İlişkisinde Okul Türünün Düzenleyici Rolü: Meslek Yüksekokulu Öğrencileri Üzerine Bir Araştırma

Year 2022, Volume: 4 Issue: 2, 120 - 140, 31.12.2022

Ersin Irk Mesut Ardıç

https://doi.org/10.51541/nicel.1122312

Abstract

Bu araştırmanın temel amacı, üniversite öğrencilerinin özyeterlilik ve genel erteleme davranışları arasındaki ilişki de okul türünün düzenleyici bir etkisinin olup olmadığını belirlemektedir. Okul türünün düzenleyici etki oluşturup oluşturmadığını belirleyebilmek amacıyla iki farklı okul türünden öğrenciler araştırmaya dahil edilmiştir. Tokat Gaziosmanpaşa Üniversitesi Erbaa Sağlık Meslek Hizmetleri Meslek Yüksekokulu ve Erbaa Meslek Yüksekokulunda öğrenim gören 525 üniversite öğrencisine anket uygulanmıştır. Verilerin analiz aşamasından önce demografik bulgulara, korelasyon, güvenirlik, faktör analizlerine bakılmıştır. Geliştirilen hipotezlerin test edilmesinde regresyon ve durumsal etki analizi için SPSS Process Macro (Model 1) kullanılmıştır. Araştırma sonucunda öğrencilerin, özyeterlilikleri ile genel erteleme eğilimi, erteleme alt boyutu ve zamanı etkin kullanma alt boyutu arasında negatif yönlü ilişki olduğu belirlenmiştir. Ayrıca özyeterlilik ile zamanı etkin kullanma alt boyutu arasındaki ilişkide okul türünün düzenleyici etki oluşturduğu belirlenmiştir.

Keywords

Erteleme Eğilimi Öz Yeterlilik Düzenleyici Etki

References

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  • Almukdad, M. ve Berhanu, K. Z. (2020), The opportunıtıes, challenges and factors ınfluencıng ınternatıonal students’academıc performance at Akdeniz Unıversity, Turkey, European Journal of Education Studies. 7(1), 277-295.
  • Aydoğan, D. ve Özbay, Y. (2012), Genel erteleme davranışının benlik saygısı, durumluluk kaygı, öz-yeterlilik açısından açıklanabilirliğinin incelenmesi, Pegem Eğitim ve Öğretim Dergisi, 2(3), 1-10.
  • Balkıs, M. ve Duru, E. (2009), prevalence of academic procrastination behavior among preservice teachers and its relationships with demographics and individual preferences, Eğitimde Kuram ve Uygulama, 5(1), 1832.
  • Balkıs, M. (2013), Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying, Journal Of Cognitive And Behavioral Psychotherapies, 13(1); 57-74.
  • Bandura, A. (1977), Self-efficacy: toward a unifying theory of behavioral change, Psychological Review, 84(2), 191.
  • Bandura, A. (1993), Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (2006), Toward a psychology of human agency, Perspectives on Psychological Science, 1(2), 164-180.
  • Barnova, S. ve Krasna, S. (2021), General procrastination and academic procrastination in preservice teachers in the slovak republic. The Journal Of International Education Science, 27 (8), 1-11.
  • Brando-Garrido. C.. Montes-Hidalgo. J.. Limonero. J. T.. Gómez-Romero. M. J. ve Tomás-Sábado. J. (2020), Relationship Of Academic Procrastination With Perceived Competence. Coping. Self-Esteem And Self-Efficacy İn Nursing Students, Enfermería Clínica (English Edition)
  • Byrne, B. M. (2011), Structural Equation Modeling With AMOS Basic Concepts, Applications, And Programming (Multivariate Applications Series), Routledge, New York.
  • Can, S. (2018), Ergenlerin Akademik Erteleme Davranışları, İnternet Bağımlılığı Ve Temel Psikolojik İhtiyaçları: Bir Model Önerisi, Yayınlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, İstanbul
  • Canales, A. ve De los Ríos, D. (2009). Retención de estudiantes vulnerables en la educación universitaria, Calidad en la Educación, (30), 50-83.
  • Carrolla, A., Houghton S., Wood R., Unsworth K., Hattie, J., Gordona, L. ve Bower, J. (2009), Self-efficacy and academic achievement in australian high school students: the mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797-817.
  • Chang, C. (2018), Psychological Factors Associated With Procrastination Among College Students, Unpublished Doctoral Dissertation, Chicago School Of Professional Psychology, Chicago, IL,US.
  • Çakıcı, D.Ç. (2003), Lise ve Üniversite Öğrencilerinde Genel Ve Genel Erteleme Davranışının İncelenmesi, Yayımlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Çevik, V. A. ve Öneren, M. (2019), Önlisans öğrencilerinin iş bulma endişeleri ve kaygı düzeylerinin belirlenmesi. Erzurum Teknik Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8, 1-12.
  • Dereli, F., ve Karataş, S. (2009), Sağlık yüksekokulu son sınıf öğrencilerinin iş bulma endişeleri ve umutsuzluk düzeylerinin belirlenmesi, Yeni Tıp Dergisi, 26(1), 31-36.
  • Díaz-Morales, J. F. ve Escribano, C. (2015), Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences, Chronobiology international, 32(6), 822-831.
  • Ellis, A. ve Knaus, W. J. (1977), Overcoming Procrastination. Signet Books, New York.
  • Filiz, B. ve Doğar, Y. (2021), Beden eğitimi öğretmeni adaylarının genel erteleme eğilimlerinin öz düzenleme becerileri ve öz yeterliklerine etkisi, Milli Eğitim Dergisi, 50(230), 857-872.
  • Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W. ve Langer, D. A. (2014), A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295-30
  • Gupta, R., Hershey, D. A. ve Gaur, J. (2012), Time perspective and procrastination in the workplace: an empirical investigation, Current Psychology, 31(2), 195–211.
  • Güngör, A. B. ve Koçak, O. (2020), Üniversite öğrencilerinin akıllı telefon bağımlılığı ve akademik erteleme davranışı arasındaki ilişkinin incelenmesi, Eğitim ve Toplum Araştırmaları Dergisi, 7(2), 397-419.
  • 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.
  • Hayes, A. F. (2013). Introduction To Mediation, Moderation, And Conditional Process Analysis. A Regression-Based Approach, The Guilford Press, New York, Ny, US.
  • Hen, M. ve 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, 116–124.
  • Hill, M., Hill, D., Chabot, A. ve Barral, J. (1978), A survey of college faculty and student procrastination, College Students Personal Journal, 12, 256-262.
  • Hitches, E., Woodcock, S. ve Ehrich, J. (2022), Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students, International Journal of Educational Research Open, 3, 100124.
  • Hu, L. T. ve Bentler, P. M. (1999), Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Islam, A. ve Tasnim, S. (2021), An analysis of factors ınfluencing academic performance of undergraduate students: a case study of rabindra university, bangladesh (rub), Shanlax International Journal of Education, 9(3), 127-135.
  • Kandemir, M., Palancı, M., İlhan, T. ve Müjdat, A. (2017), Sınıf tekrarı yapan öğrencilerin akademik erteleme nedenleri, Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 285-302.
  • Karagöz, Y. (2017), Spss ve Amos Uygulamalı Bilimsel Araştırma Yöntemleri Ve Yayın Etiği, Nobel Yayın Dağıtım, Ankara, Türkiye.
  • Klingsieck, K. B. (2013), Procrastination in different life-domains: Is procrastination domain specific? Current Psychology, 32, 175-185.
  • Komarraju, M. ve Nadler, D. (2013), Self-efficacy and academic achievement: why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
  • Kurtovic, A., Vrdoljak, G. and Idzanovic, A. (2019), Predicting procrastination: the role of academic achievement, self-efficacy and perfectionism, International Journal of Educational Psychology: Ijep, 8(1), 1-26.
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There are 72 citations in total.

Details

Primary Language Turkish
Subjects Statistics
Journal Section Articles
Authors

Ersin Irk 0000-0002-2160-8053

Mesut Ardıç 0000-0002-6630-0669

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 4 Issue: 2

Cite

APA Irk, E., & Ardıç, M. (2022). Özyeterlilik Erteleme İlişkisinde Okul Türünün Düzenleyici Rolü: Meslek Yüksekokulu Öğrencileri Üzerine Bir Araştırma. Nicel Bilimler Dergisi, 4(2), 120-140. https://doi.org/10.51541/nicel.1122312