Fadime GÖK, Zeynep DEVECİ, Eda KILINÇ, Asiye KARTAL

Hemşirelik Doktora Öğrencilerinde Akademik Erteleme Davranışı ve Etkileyen Faktörlerin İncelenmesi

Bu araştırma, hemşirelik doktora öğrencilerinin akademik erteleme davranışını belirlemek ve etkileyen faktörleri incelemek amacıyla yapılmıştır. Çalışma, tanımlayıcı ve kesitsel tipte bir araştırmadır. Kartopu örnekleme yöntemi ile ulaşılan 91 hemşirelik doktora öğrencisi araştırmanın örneklemini oluşturmuştur. Veriler online form ile toplanmıştır. Veri toplama araçları olarak “Birey Tanılama Formu” ve “Akademik Erteleme Davranış Ölçeği (AEDÖ)” kullanılmıştır. Verilerin analizinde, sayı, yüzde, medyan, Mann-Whitney U, Kruskal Wallis ve pearson korelasyon testi kullanılmıştır. Anlamlılık değeri olarak p

Anahtar Kelimeler:

Doktora öğrencileri, akademik erteleme, anksiyete, mükemmeliyetçilik.

Examination of Academic Procrastination and Affecting Factors in Students at Doctor of Philosophy in Nursing Programs

This study was conducted to determine academic procrastination and its affecting factors in students in Ph.D. in nursing programs. Students experience difficulties and stress in the doctor of philosophy (Ph.D.) in nursing programs. The study has a descriptive and cross-sectional design. Data collection was performed between April 2018 and January 2020 at Ph.D. in nursing programs (n= 91). The data collection tools utilized were general descriptive characteristics form and the Scale of Academic Procrastination (SAP). Data were collected online. The students had a low median score for academic procrastination (Xmedian=2.18; Range=2.74). It was determined that there was a significant difference between marital status and APBS score (p= 0.028). There was a significant difference on the SAP in terms of selecting a supervisor (p= 0.049), relationship with the supervisor (p= 0.003), time management (p= 0.009), feeling anxious (p= 0.000) and perfectionism (p= 0.034). As a result of the analysis, it was found that the Ph.D. in nursing students were married, did not choose their supervisors, had a weak relationship with their supervisors, had difficulty in time management, always felt anxious, and did not consider themselves academic self-efficacy and; were perfectionists.

Keywords:

PhD students, academic procrastination, anxiety, perfectionism,

PDF

___

Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1).
Akbay, S. & Gizir, C.A. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: Akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
Alzangana, K. (2017). Academic procrastination among international graduate students: the role of personality traits, the big-five personality trait taxonomy. Researchers World, 8(3), 1. http://dx.doi.org/10.18843/rwjasc/v8i3(1)/01
Balkıs, M. & Duru, E. (2009). Akademik erteleme davranışının öğretmen adayları arasındaki yaygınlığı, demografik özellikler ve bireysel tercihlerle ilişkisi. Eğitimde Kuram ve Uygulama, 5(1), 18-32.
Baltacı, A. (2017). Erteleme davranışı eğilimi ve beş faktörlü kişilik özellikleri arasındaki ilişkiler: okul yöneticileri üzerine bir araştırma. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 3(1), 56-80.
Batool, S. S., Khursheed, S., & Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan Journal of Psychological Research, 195-211.
Bulut, R., & Ocak, G. (2017). Öğretmen adaylarının akademik erteleme davranışlarını etkileyen etmenler. E-Uluslararası Eğitim Araştırmaları Dergisi, 8(2), 75-90.
Claessens, B. J. C., van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36, 255-276. http://dx.doi.org/10.1108/00483480710726136
Curran, T., & Hill, A. P. (2019). Perfectionism is increasing over time: A meta-analysis of birth cohort differences from 1989 to 2016. Psychological Bulletin, 145(4), 410–429. https://doi.org/10.1037/bul0000138
Çetin, N., & Ceyhan, E. (2017). Lise öğrencilerinin akademik erteleme davranışlarının sürekli kaygı, akılcı olmayan inanç, öz düzenleme ve akademik başarı ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(2), 1-20.
Demir, M. F., & Baloğlu, N. (2020). Lise son sınıf öğrencilerinin üst biliş kullanma becerileri ile akademik erteleme davranışları arasındaki ilişkinin incelenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 242-259.
Durmaz, M., Hüseyinli, T., & Güçlü, C. (2016). Zaman yönetimi becerileri ile akademik başarı arasındaki ilişki. Itobiad: Journal of the Human & Social Science Researches, 5(7), 2291-2303.
Eisenbeck, N., Carreno, D. F., & Uclés-Juárez, R. (2019). From psychological distress to academic procrastination: Exploring the role of psychological inflexibility. Journal of Contextual Behavioral Science, 13, 103-108. https://doi.org/10.1016/j.jcbs.2019.07.007
Evans, C., & Stevenson, K. (2011). The experience of international nursing students studying for a PhD in the UK: A qualitative study. BMC Nursing, 10(1), 1-13. https://doi.org/10.1186/1472-6955-10-11
Gill, P., & Burnard, P. (2008). The student-supervisor relationship in the phD/Doctoral process. British Journal of Nursing, 17(10), 668–671. https://doi.org/10.12968/bjon.2008.17.10.29484
Hall, N. C., Lee, S. Y., & Rahimi, S. (2019). Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis. PloS One, 14(12), e0226716. https://doi.org/10.1371/journal.pone.0226716
He, S. (2017). A multivariate investigation into academic procrastination of university students. Open Journal of Social Sciences, 5(10), 12. https://doi.org/10.4236/jss.2017.510002
Joseph, P. V., McCauley, L., & Richmond, T. S. (2020). PhD programs and the advancement of nursing science. Journal of Professional Nursing, 37(1), 195-200 https://doi.org/10.1016/j.profnurs.2020.06.011
Karadağ, N., & Özdemir, S. (2017). Türkiye’de doktora eğitimi sürecine ilişkin öğretim üyelerinin ve doktora öğrencilerinin görüşleri. Yükseköğretim ve Bilim Dergisi, 7(2), 267-281.
Karimi Moonaghi, H., & Baloochi Beydokhti, T. (2017). Academic procrastination and its characteristics: a narrative review. Future of Medical Education Journal, 7(2), 43-50. https://doi.org/10.22038/FMEJ.2017.9049
Keshavarz, A., & Yousefi, F. (2019). Effectiveness of acceptance and commitment therapy training on academic procrastination and adjustment to school among high school girl students. Journal of Psychological Models and Methods, 9(34), 53-67. https://www.sid.ir/en/journal/ViewPaper.aspx?id=666939
Lenggono, B., & Tentama, F. (2020). Construction measurement of academic procrastination of eleventh grade high school students in Sukoharjo. International Journal of Scientific and Technology Research, 9(1), 454-459. http://eprints.uad.ac.id/id/eprint/20077
Li, L., Gao, H., & Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers & Education, 159, 104001. https://doi.org/10.1016/j.compedu.2020.104001
Lonka, K., Chow, A., Keskinen, J., Hakkarainen, K., Sandström, N., & Pyhältö, K. (2014). How to measure PhD students’ conceptions of academic writing–and are they related to well-being?. Journal of Writing Research, 5(3), 245-269. https://doi.org/10.17239/jowr-2014.05.03.11
Malkoç, A., & Kesen Mutlu, A. (2018). Academic self-efficacy and academic procrastination: Exploring the mediating role of academic motivation in Turkish university students. Universal Journal of Educational Research, 6(10): 2087-93. https://dx.doi.org/10.13189/ujer.2018.061005
Marzooghi, R. (2020). An investigation of the mediator role of cyber loafing in the relationship between supervisor's supervision quality and academic procrastination of PhD students. (abstract). https://dx.doi.org/10.22080/EPS.2020.2834
Ocak, G., & R, Bulut. (2015). Akademik Erteleme Davranışı Ölçeği: Geçerlilik ve Güvenirlilik Çalışması. International Journal of Social Sciences and Education Research, 1(2), 709-726.
Özer, B. U. (2016). Bir grup lise öğrencisinde akademik erteleme davranışı: sıklığı, olası nedenleri ve umudun rolü. Turkish Psychological Counseling and Guidance Journal, 4(32).
Özmen, Z. M., & Güç, F. A. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), 214-219.
Prazeres, F. (2017). PhD supervisor-student relationship. Journal of Advances in Medical Education & Professionalism, 5(4), 213-214.
Pyhältö, K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of doctoral students’ problems and well-being. International Scholarly Research Notices, 1-12. https://doi.org/10.5402/2012/934941
Pyhältö, K., Vekkaila, J., & Keskinen, J. (2015). Fit matters in the supervisory relationship: Doctoral students and supervisors perceptions about the supervisory activities. Innovations in Education and Teaching International, 52(1), 4-16. https://doi.org/10.1080/14703297.2014.981836
Saplavska, J., & Jerkunkova, A. (2018). Academic procrastination and anxiety among students. Engineering for Rural Development, 1192-1196. https://doi.org/10.22616/ERDev2018.17.N357
Saracaloğlu, A. S., & Gökdaş, İ. (2016). Sınıf öğretmeni adaylarının akademik erteleme davranışını yordayan değişkenler. Eğitim Bilimleri Araştırmaları Dergisi, 6(1), 43-61. http://dx.doi.org/10.12973/jesr.2016.61.3
Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65. https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. https://doi.org/10.1111/ap.12173
Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13(1), 361-388. https://doi.org/10.28945/4113
Taura, A. A. (2017). Towards Understanding Procrastination. ATBU Journal of Science, Technology and Education, 5(4), 75-85.
Uzun Özer, B., & Demir, A. (2015). Erteleme: türleri, bileşenleri, demografik etkenler ve kültürel farklılıklar. Ege Eğitim Dergisi, 16(1), 106-121.
Yang, Z., Asbury, K., & Griffiths, M. D. (2019). An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective wellbeing. International Journal of Mental Health and Addiction, 17(3), 596-614. https://doi.org/10.1007/s11469-018-9961-1
Young, S. N., Vanwye, W. R., Schafer, M. A., Robertson, T. A., & Poore, A. V. (2019). Factors Affecting PhD Student Success. International Journal of Exercise Science, 12(1), 34–45.