Sinem Evin AKBAY, Öner ÇELİKKALELİ

Üniversite öğrencilerinin akademik erteleme davranışı, genel yetkinlik inancı ve sorumluluklarının incelenmesi

Bu çalışmanın amacı, eğitim fakültesi öğrencilerinde akademik erteleme, genel yetkinlikinancı ve sorum luluk düzeyi arasındaki ilişkiyi incelemektir. Bununla birlikte, cinsiyet,mezun olunan lise türü ve sınıf düzeylerine göre akademik erteleme, genel yetkinlikinancı ve sorumluluk düzeyleri incelenmiştir. Verilerin analizinden elde edilen sonuçlaragöre; üniversite öğrencilerinin akademik erteleme davranışları ile genel yetkinlikinançları, başkalarına karşı sorumluluk ve kendilerine karşı sorumluluk düzeyleri arasındaanlamlı bir ilişki bulunmuştur . Cinsiyet değişkenine ilişkin elde edilen bulgularda ise;erkek öğrencilerin daha fazla akademik erteleme davranışı gösterme eğiliminde oldukları,kız öğrencilerin de daha fazla kendine karşı sorumluluk duygusuna sahip olduğugörülmektedir. Son olarak sınıf düzeyi değişkenine bakıldığında ise; 4. sınıf öğrenciler i 1.,2. ve 3. sınıf öğrencilerine göre daha fazla yetkinlik inancına, 2. ve 3. sınıflara göre dahafazla kendine karşı sorumluluk duygusuna, yine 2. ve 3. Sınıflara göre daha az akademikerteleme davranışı eğilimine sahip oldukları görülmektedir.

The investigation of University students academic procrastination, general self- efficacy belief and responsibility

The aim of this study is to investigate the correlation between academic procrastination,general self-efficacy belief, and responsibility of students in education faculty. Further,academic procrastination, general self -efficacy belief and responsibility of students areillustrated according to gender, the graduated high school, and their grades. According toresults , there is a significant correlation between university students academicprocrastination and general self -efficacy beliefs, and there is a meaningful correlationbetween respon sibility towards others and towards themselves. The results based ongender variable present that male students show more tendencies towards academicprocrastination behavior, and female students have more responsibility towardsthemselves. When the grades of students are investigated, it is seen that 4th grade studentsare more self-efficacious than 1st, 2nd and 3rd grade students, and have moreresponsibility feelings towards themselves than 2nd and 3rd grade students, and have lesstendency towards academic postponement than 2nd and 3rd grade students.

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