Üniversite öğrencilerinde kendini sabotaj: cinsiyet, özsaygı, erteleme, sınav kaygısı ve öz-anlayışın rolü.

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye

Tezin Onay Tarihi: 2015

Tezin Dili: İngilizce

Öğrenci: Funda Barutçu Yıldırım

Danışman: AYHAN GÜRBÜZ DEMİR

Özet:

The purpose of the present study was to examine the predictor role of gender, self-esteem, procrastination, test anxiety, and self-compassion for the variation in university students' self-handicapping. The sample of the study consisted of 801 undergraduate students (404 females and 397 males). In order to collect data, Self-Handicapping Scale, Rosenberg Self-Esteem Scale, Tuckman Procrastination Scale, Anxiety subscale of Academic Emotions Questionnaire, Self-Compassion Scale, and demographic information form were used. In order to determine the role of gender, self-esteem, procrastination, test anxiety, and self-compassion in predicting university students' self-handicapping, hierarchical regression analysis was conducted by adding one predictor at each step. Results showed that all of the predictor variables contributed to self-handicapping significantly. The last model explained 61% of the variance in self-handicapping scores. Semi-partial variance of gender, self-esteem, procrastination, test anxiety, and self-compassion were 1%, 30%, 22%, 6%, and 2%, respectively.