Hasan Fehmi ÖZDEMİR, Güneş KORKMAZ, Çetin TORAMAN

Tıp Fakültesi Öğrencilerinin Olumsuz Değerlendirilme Korku Düzeyleri, Akademik Erteleme Davranışları, Akademik Başarılarının İncelenmesi

Olumsuz değerlendirilme korkusu ve akademik erteleme davranışı hem akademik hem de psikolojik açıdan bireyleri olumsuz etkileme potansiyeline sahiptir. Bu çalışmanın amacı tıp fakültesi öğrencilerinin olumsuz değerlendirilme korku düzeyleri, akademik erteleme davranışları ve akademik başarılarının çeşitli değişkenlere göre incelenmesidir. Araştırma verileri, 2019-2020 akademik yılı bahar döneminde Çanakkale Onsekiz Mart Üniversitesi Tıp Fakültesi’nde öğrenim görmekte olan 774 öğrenciden elde edilmiştir. Araştırmada veri toplama aracı olarak Tuckman Akademik Erteleme Ölçeği ve Olumsuz Değerlendirilme Korkusu Ölçeği Kısa Formu kullanılmıştır. Akademik başarı not ortalamaları ise öğrenci işleri biriminden alınmış; öğrencilerin hangi düzeyde sınav kaygısı yaşadıklarıyla ilgili dört kategorili bir soru sorulmuş-tur. Verilerin analizinde MANOVA ve regresyon analizleri kullanılmıştır. Araştırma sonucunda, tıp fakültesi öğrencilerinin erteleme davranışlarının ve olumsuz değerlendirilme korkusunun orta düzeyde olduğu, cinsiyete göre akademik başarı, akademik erteleme ve olumsuz değerlendirilme korkusunda anlamlı farklılık olmadığı; cinsiyet ve yaşanan sınav kaygısı etkileşiminin akademik başarı, akademik erteleme ve olumsuz değerlendirilme korkusunda anlamlı farklılık yaratmadığı; ancak yaşanan sınav kaygısının akademik başarı, akademik erteleme ve olumsuz değerlendirilme korkusun-da anlamlı farklılık oluşturduğu belirlenmiştir.

Anahtar Kelimeler:

Akademik başarı, akademik erteleme, olumsuz değerlendirilme korkusu

Investigation of Medical Students’ Fear of Negative Evaluation Levels, Academic Procrastination Behaviors and Academic Achievement

Fear of negative evaluation and academic procrastination behaviours have the potential to negatively affect individuals both academically and psychologically. This study aims to analyze the medical students’ level of fear of negative evaluation, academic procrastination and academic achievement according to several variables. Data were collected from 774 students studying at Çanakkale Onsekiz Mart University Faculty of Medicine in the spring semester of the 2019-2020 academic year. To collect data, Tuckman Academic Procrastination Scale and Fear of Negative Evaluation Scale were used. Academic achievement grade point averages were taken from student affairs office; a four-category question was asked about the level of test anxiety the students experienced. MANOVA and regression analysis were used to analyze the data. The results showed that the medical students' level of academic procrastination and fear of negative evaluation was moderate, and there was no significant difference in academic success, academic procrastination and fear of negative evaluation by gender. The interaction between gender and test anxiety did not make a significant difference in academic achievement, academic procrastination and fear of negative evaluation; however, it was determined that the test anxiety created a significant difference in academic achievement, academic procrastination and fear of negative evaluation.

Keywords:

Academic achievement, academic procrastination, fear of negative evaluation,

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