Üniversite Öğrencilerinde Akademik Ertelemenin Yordayıcıları Olarak Aile Bağlamında Benlik ve Ana-Baba Tutumları

Bu araştırma, üniversite öğrencilerinin akademik erteleme eğilimleriyle aile bağlamında benlikleri, ana-baba tutumları ve bazı sosyo-demografik değişkenler arasındaki ilişkileri ortaya koymak amacıyla betimsel nitelikte tasarlanmıştır. Araştırma grubunu 2011-2012 güz döneminde Ankara’daki bir devlet ve bir vakıf üniversitesinin çeşitli bölümlerinde öğrenimlerine devam eden 697 öğrenci (221 erkek, 475 kadın) oluşturmuştur. Öğrencilere Tuckman Akademik Erteleme Ölçeği – Kısa Formu, Aile Bağlamında Benlik Ölçekleri, Çocuk Yetiştirme Tutumları Ölçeği ve Kişisel Bilgi Formu uygulanmıştır. Araştırmada çoklu hiyerarşik regresyon ve tek yönlü varyans analizi kullanılmıştır. Araştırma bulgularına göre anne sıkı denetimi/kontrolü, üniversite türü ve yaş değişkenleri üniversite öğrencilerinin akademik erteleme eğilimlerini yordamaktadır. Öğrencilerin aile bağlamında benliklerine göre akademik erteleme eğilimleri arasında manidar bir fark bulunmamıştır. Erkek ve kadın öğrencilerin algıladıkları anne tutumuna göre akademik erteleme eğilimleri manidar farklılık göstermektedir. Baba tutumuna göre ise sadece kadın öğrencilerin akademik erteleme eğilimleri arasındaki farkın manidar olduğu sonucuna varılmıştır.

Anahtar Kelimeler:

akademik erteleme, aile bağlamında benlik, ana-baba tutumları

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The present study is a descriptive research which is conducted with the aim of investigating the relationship between academic procrastination, the self in the family context, parental attitudes and some socio-demographic variables among university students. The participants consisted of 697 students (221 male, 475 female) selected from various departments of a state university and a private university in Ankara at the fall semester of 2011-2012. Turkish version of Tuckman Procrastination Scale – Short Form, the Self in the Family Context Scales, Child Rearing Attitudes Scales and Demographic Information Form were used to collect data. Hierarchical multiple regression and one-way analysis of variance were conducted. The results revealed that academic procrastination tendency of university students are predicted by maternal close supervision/control, university type and age variables. There was no statistically signifi cant difference among academic procrastination tendencies of the students with respect to their selves. There was a statistically signifi cant difference among academic procrastination tendencies of the students with respect to perceived mother attitudes for male and female students and with respect to perceived paternal attitudes for only female students

Keywords:

academic procrastination, the self in the family context, parental attitudes,

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