Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye
Tezin Onay Tarihi: 2010
Tezin Dili: İngilizce
Öğrenci: Bilge Uzun Özer
Danışman: AYHAN GÜRBÜZ DEMİR
Özet:The present study investigated the multiple predictors of procrastination among university students. In the present study, a mediational causal model based on cognitive, affective, and behavioral components to procrastination was hypothesized to be tested in order to see the structural relationships among the cognitive, affective, and behavioral variables and to what extend the combination of these variables account for engaging in procrastination. The sample consisted of 1218 undergraduate students (623 female, 595 male) selected from Middle East Technical University by stratified random sampling. Turkish version of Tuckman Procrastination Scale was used to gather information for the dependent variable for the present study. Moreover, Demographic Information Form, Irrational Belief Test, Academic Self-Efficacy Scale, Rosenberg Self-Esteem Scale, Frustration Discomfort Scale, and Self-Control Schedule were used in data collection. Pilot study was conducted for assessing the validity and reliability of the Frustration Discomfort Scale. Path analysis was utilized to test the hypothesized causal model. The result revealed that procrastination was negatively predicted from academic self-efficacy, self-esteem, and self-regulation. The findings also validated that academic self-efficacy partially mediated the association of procrastination with discomfort intolerance and emotional irresponsibility. Self-esteem also partially mediated the association of procrastination with discomfort intolerance, with emotional irresponsibility, and with anxious overconcern. Finally the results demonstrated that the self-regulation was the strongest predictor of procrastination besides its mediation role for the relationship between procrastination and frustration discomfort beliefs; between procrastination and irrational beliefs; between procrastination and academic self-efficacy; and between procrastination and self-esteem.