Academic procrastination behavior in nursing students: the role of academic motivation, academic self-efficacy and academic attributional style

Year 2022, , 53 - 59, 25.08.2022

Mehmet Kaplan , Zeynep Güngörmüş

https://doi.org/10.29228/anatoljhr.57730

Cited By: 1

Abstract

Aim: The purpose of this study, is to examine the extend to which the academic motivation the academic uploading styles and the academic self- efficacy belief how predicts the academic procrastination behavior in nursing students.
Methods: This cross-sectionally research was carried out on 747 nursing students in the Faculty of Health Sciences. The size of the sample is determined to be 476 students. In this study, Academic Procrastination Scale, Academic Motivation Scale, Academic Self- Efficacy Scale and Academic Attributional Style Scale were used. Number, percentage, mean, t-test, and analysis of variance (ANOVA) tests were used to evaluate the data.
Results: Students’ academic procrastination behavior (52.2±11.6), academic self-efficacy beliefs (16.8±3.8), the level of academic motivation with a total score of (66.9±12.3), were found at a high level. Regression model with meaningfulness (F=4.898, p=0.002), in the negative meaning of the academic procrastination behavior (t=-.571, p=0.010) and the strongest predictor and variable is the academic self-sufficiency that explains of 12.3%. The second variable that predicts the academic procrastination behavior is the academic motivation and explains of 9% as (t=-.891, p=0.050) meaningfully in the negative direction.
Conclusion: As students' motivation and self-efficacy increase, they do less procrastination. Future studies may be conducted with different variables (anxiety, fear of success, fear of failure, depression, perfectionism, self-esteem, academic achievement, stress, control orientation, asociality, age) associated with academic procrastination behavior.

Keywords

academic motivation, academic postpoment, academic self efficacy, nursing

Hemşirelik öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü

Abstract

Amaç: Hemşirelik öğrencilerinde akademik güdülenme, akademik yükleme stilleri ve akademik özyeterlik inancının akademik erteleme davranışlarını ne derecede yordadığını incelemektir.
Yöntem: Kesitsel tipteki bu araştırma Sağlık Bilimleri Fakültesinde öğrenim gören 747 hemşirelik öğrencisi üzerinde gerçekleştirilmiştir. Örneklem büyüklüğü 476 öğrenci olarak belirlenmiştir. Bu çalışmada Akademik Ertleme Ölçeği, Akademik Güdülenme Ölçeği, Akademik Öz-yeterlik Ölçeği ve Akademik Yükleme Stilleri Ölçeği kullanıldı. Verileri değerlendirmek için sayı, yüzde, ortalama, t-testi, varyans analizi (ANOVA), korelasyon ve regresyon analizi testleri kullanıldı.
Bulgular: Öğrencilerin akademik erteleme davranışları (52.2±11.6), akademik özyeterlik inançları (16.8±3.8), akademik güdülenme düzeyi toplam (66.9±12.3) puan ortalamaları yüksek düzeyde bulunmuştur. Regresyon modelimiz anlamlı olmakla birlikte (F=4.898, p=0.002) akademik erteleme davranışını negatif yönde anlamlı (t=-.571, p=0.010) en güçlü yordayan değişken %12.3’ünü açıklayan akademik öz yeterliliktir. Akademik erteleme davranışını ikinci sırada yordayan değişken ise Akademik güdülenme olup %9’unu negatif yönde anlamlı (t=-.891, p=0.050) olarak açıklamaktadır.
Sonuçlar: Öğrencilerin güdülenme ve öz-yeterliği arttıkça daha az erteleme yaparlar. Gelecekte akademik erteleme davranışı ile ilişkili farklı değişkenler (kaygı, başarı korkusu, başarısızlık korkusu, depresyon, mükemmeliyetçilik, benlik saygısı, akademik başarı, stres, kontrol yönelimi, asosyallik, yaş) ile çalışmalar yapılabilir.

Keywords

akademik güdülenme, akademik erteleme, akademik özyeterlilik, hemşirelik

References

• Bozanoglu, İ. (2004). Academic Motivation Scale: Development, reliability, validity. Ankara University Journal of Educational Sciences, 37, 83-98.
• Can, S. (2018). Academic procrastination behaviours, internet addiction, and basic psychological needs of adolescents: a model proposal. (Unpublished master's thesis). Yıldız Technical University, Istanbul.
• Deniz, A. (2020). Analyzing the attitude, academic self-efficacy and academic motivation levels of students studying at faculty of education: a foundation university case. (Unpublished master thesis). Sabahattin Zaim University, İstanbul.
• Duran, A. (2020). Relations between cheating tendency and academic achievement, academic self efficacy and academic procrastination. (Unpublished master thesis). University of Ankara, Ankara.
• Durgun, S. (2020). The examıning of the relationship between time perspectives and basic motivation sources of employees: a research in hotels. (Unpublished master thesis). Gazi University, Ankara.
• Ferrari, J. R., Parker, J. T., & Ware, C. B. (1992). Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality, (7): 595–602.
• Ferrari, J. R., Doroszko, E., Joseph, N. (2005). Exploring procrastination in corporate settings: Sex, status, and settings for arousal and avoidance types. Individual Differences Research, 3(2), 140-149.
• Filiz, B., & Dogar, Y. (2021). The effect of academic procrastination tendencies of physical education teacher candidates on self-regulation skills and self-efficacy. Journal of National Education. 50(230), 857-872.
• Gur, S. H., Bakırcı, O., Karakaş, B., Bayoğlu, F., & Atli, A. (2018). The effects of social media addiction on academic procrastination behaviors of university students. Inonu University Journal of the Graduate School of Education, 5(10), 7-17.
• Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. Hemisphere Publishing Corp, 30, 195-213.
• Karadas, C. (2020). the effect of parents’ reward and punisment methods on academic achievement of the children: the mediating role academic procrastination and study time. (Unpublished doctoral thesis). İnonu University, Malatya.
• Kurker, F. (2021). Investigating the mediating role of social media addiction between basic psychological needs satisfaction and academic procrastination in prospective teachers. (Unpublished Master Thesis). Necmettin Erbakan University, Konya.
• Ozer, B. U. (2005). Academic procrastination: Prevalance, self-reported reasons, gender difference and it’s relation with academic achievement. (Unpublished master thesis). Middle East Technical University, Ankara.
• Peterson, C., & Barrett, L. C. (1987). Explanatory style and academic performance among university freshmen. Journal of Personality & Social Psychology, 53, 603-607.
• Saylam, D. K., Çamlıyer, H., & Çamlıyer, H., (2021). Investigation of academic procrastination levels of faculty of sports sciences students. Journal of National Sport Sciences, 5(2), 146-153.
• Sengul, M., & Seyfi, R. O. (2020). Investigation of the relationship between academic procrastination behaviours and academic self-efficacy of Turkish language teacher candidates. Cumhuriyet International Journal of Education, 9(3), 755-773.
• Sirin, E. F., & Duman, S. (2018). Academic procrastination of physical education and sports school students according to gender: the role of general procrastination and academic self-efficacy. The Journal of Turkish Sport Sciences, 1(1), 1-10.
• Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitivebehavioral correlates. Journal of Counseling Psychology, 31, 503-509.
• Vural, L., & Gunduz, G. F. (2019). The relationship between academic procrastination behaviors and cognitive awareness levels of prospective teachers. Elementary Education Online, 18(1), 307-330.
• Yesiltas, M. D. (2020). The role of academic motivation and general procrastination on students’ academic procrastination. Osmaniye Korkut Ata University Journal of Economics and Administrative Sciences, 4(1), 123-133.
• Yılmaz, M., Gurcay, D., & Ekici, G. (2007). Adaptation of the Academic Self-Efficacy Scale to Turkish. Hacettepe University Journal of Education, 33, 253-259.
• Zor, M. H. (2020). Work motivation levels of school managers. (Unpublished master thesis). Pamukkale University, Denizli.