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Moderation Role of School Type on the Relationship of General Procrastination And Self-Efficacy: A Research on to Vocational School Students

Yıl 2022, Cilt: 4 Sayı: 2, 120 - 140, 31.12.2022
https://doi.org/10.51541/nicel.1122312

Öz

The main purpose of this research is to determine whether the school type has a moderation effect on the relationship between self-efficacy and general procrastination behavior of undergraduate students. Students from two different school types were included in the study in order to determine whether the school type has a moderation effect. For this purpose, a questionnaire was applied to 525 students studying at Tokat Gaziosmanpaşa University Erbaa Vocational School of Health Care Services and Erbaa Vocational School. Before the analysis phase of the data, demographic findings, correlation, reliability and factor analyzes were examined. The questionnaire included statements about measuring the variables of self-efficacy, general procrastination, and questions about demographic characteristics. SPSS Process Macro (Model 1) was used for regression and situational impact analysis to test the developed hypotheses. As a result of the research, it was determined that there is a negative correlation between students' self-efficacy and academic procrastination tendencies, procrastination sub-dimension and effective use of time sub-dimension. In addition, it was determined that the type of school had a moderating effect on the relationship between self-efficacy and the sub-dimension of effective use of time.

Kaynakça

  • Akbay, S. ve Gizir, C. (2010), Cinsiyete göre üniversite öğrencilerinde genel erteleme davranışı: akademik güdülenme, akademik özyeterlilik ve akademik yükleme stillerinin rolü, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Almukdad, M. ve Berhanu, K. Z. (2020), The opportunıtıes, challenges and factors ınfluencıng ınternatıonal students’academıc performance at Akdeniz Unıversity, Turkey, European Journal of Education Studies. 7(1), 277-295.
  • Aydoğan, D. ve Özbay, Y. (2012), Genel erteleme davranışının benlik saygısı, durumluluk kaygı, öz-yeterlilik açısından açıklanabilirliğinin incelenmesi, Pegem Eğitim ve Öğretim Dergisi, 2(3), 1-10.
  • Balkıs, M. ve Duru, E. (2009), prevalence of academic procrastination behavior among preservice teachers and its relationships with demographics and individual preferences, Eğitimde Kuram ve Uygulama, 5(1), 1832.
  • Balkıs, M. (2013), Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying, Journal Of Cognitive And Behavioral Psychotherapies, 13(1); 57-74.
  • Bandura, A. (1977), Self-efficacy: toward a unifying theory of behavioral change, Psychological Review, 84(2), 191.
  • Bandura, A. (1993), Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (2006), Toward a psychology of human agency, Perspectives on Psychological Science, 1(2), 164-180.
  • Barnova, S. ve Krasna, S. (2021), General procrastination and academic procrastination in preservice teachers in the slovak republic. The Journal Of International Education Science, 27 (8), 1-11.
  • Brando-Garrido. C.. Montes-Hidalgo. J.. Limonero. J. T.. Gómez-Romero. M. J. ve Tomás-Sábado. J. (2020), Relationship Of Academic Procrastination With Perceived Competence. Coping. Self-Esteem And Self-Efficacy İn Nursing Students, Enfermería Clínica (English Edition)
  • Byrne, B. M. (2011), Structural Equation Modeling With AMOS Basic Concepts, Applications, And Programming (Multivariate Applications Series), Routledge, New York.
  • Can, S. (2018), Ergenlerin Akademik Erteleme Davranışları, İnternet Bağımlılığı Ve Temel Psikolojik İhtiyaçları: Bir Model Önerisi, Yayınlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, İstanbul
  • Canales, A. ve De los Ríos, D. (2009). Retención de estudiantes vulnerables en la educación universitaria, Calidad en la Educación, (30), 50-83.
  • Carrolla, A., Houghton S., Wood R., Unsworth K., Hattie, J., Gordona, L. ve Bower, J. (2009), Self-efficacy and academic achievement in australian high school students: the mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797-817.
  • Chang, C. (2018), Psychological Factors Associated With Procrastination Among College Students, Unpublished Doctoral Dissertation, Chicago School Of Professional Psychology, Chicago, IL,US.
  • Çakıcı, D.Ç. (2003), Lise ve Üniversite Öğrencilerinde Genel Ve Genel Erteleme Davranışının İncelenmesi, Yayımlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Çevik, V. A. ve Öneren, M. (2019), Önlisans öğrencilerinin iş bulma endişeleri ve kaygı düzeylerinin belirlenmesi. Erzurum Teknik Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8, 1-12.
  • Dereli, F., ve Karataş, S. (2009), Sağlık yüksekokulu son sınıf öğrencilerinin iş bulma endişeleri ve umutsuzluk düzeylerinin belirlenmesi, Yeni Tıp Dergisi, 26(1), 31-36.
  • Díaz-Morales, J. F. ve Escribano, C. (2015), Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences, Chronobiology international, 32(6), 822-831.
  • Ellis, A. ve Knaus, W. J. (1977), Overcoming Procrastination. Signet Books, New York.
  • Filiz, B. ve Doğar, Y. (2021), Beden eğitimi öğretmeni adaylarının genel erteleme eğilimlerinin öz düzenleme becerileri ve öz yeterliklerine etkisi, Milli Eğitim Dergisi, 50(230), 857-872.
  • Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W. ve Langer, D. A. (2014), A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295-30
  • Gupta, R., Hershey, D. A. ve Gaur, J. (2012), Time perspective and procrastination in the workplace: an empirical investigation, Current Psychology, 31(2), 195–211.
  • Güngör, A. B. ve Koçak, O. (2020), Üniversite öğrencilerinin akıllı telefon bağımlılığı ve akademik erteleme davranışı arasındaki ilişkinin incelenmesi, Eğitim ve Toplum Araştırmaları Dergisi, 7(2), 397-419.
  • Güngör, A. Y. (2020), The relationship between academic procrastination academic self-efficacy and academic achievement among undergraduates, Oltu Beşeri Ve Sosyal Bilimler Fakültesi Dergisi, 1(1), 57-68.
  • Hayes, A. F. (2013). Introduction To Mediation, Moderation, And Conditional Process Analysis. A Regression-Based Approach, The Guilford Press, New York, Ny, US.
  • Hen, M. ve Goroshit, M. (2014), Academic procrastination, emotional intelligence, academic self-efficacy, and gpa: a comparison between students with and without learning disabilities, Journal of Learning Disabilities, 47, 116–124.
  • Hill, M., Hill, D., Chabot, A. ve Barral, J. (1978), A survey of college faculty and student procrastination, College Students Personal Journal, 12, 256-262.
  • Hitches, E., Woodcock, S. ve Ehrich, J. (2022), Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students, International Journal of Educational Research Open, 3, 100124.
  • Hu, L. T. ve Bentler, P. M. (1999), Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Islam, A. ve Tasnim, S. (2021), An analysis of factors ınfluencing academic performance of undergraduate students: a case study of rabindra university, bangladesh (rub), Shanlax International Journal of Education, 9(3), 127-135.
  • Kandemir, M., Palancı, M., İlhan, T. ve Müjdat, A. (2017), Sınıf tekrarı yapan öğrencilerin akademik erteleme nedenleri, Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 285-302.
  • Karagöz, Y. (2017), Spss ve Amos Uygulamalı Bilimsel Araştırma Yöntemleri Ve Yayın Etiği, Nobel Yayın Dağıtım, Ankara, Türkiye.
  • Klingsieck, K. B. (2013), Procrastination in different life-domains: Is procrastination domain specific? Current Psychology, 32, 175-185.
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  • Levy, S. and Campbell, H. (2008), Student motivation: premise, effective practice and policy, Australian Journal of Teacher Education, 33(5), N5
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Özyeterlilik Erteleme İlişkisinde Okul Türünün Düzenleyici Rolü: Meslek Yüksekokulu Öğrencileri Üzerine Bir Araştırma

Yıl 2022, Cilt: 4 Sayı: 2, 120 - 140, 31.12.2022
https://doi.org/10.51541/nicel.1122312

Öz

Bu araştırmanın temel amacı, üniversite öğrencilerinin özyeterlilik ve genel erteleme davranışları arasındaki ilişki de okul türünün düzenleyici bir etkisinin olup olmadığını belirlemektedir. Okul türünün düzenleyici etki oluşturup oluşturmadığını belirleyebilmek amacıyla iki farklı okul türünden öğrenciler araştırmaya dahil edilmiştir. Tokat Gaziosmanpaşa Üniversitesi Erbaa Sağlık Meslek Hizmetleri Meslek Yüksekokulu ve Erbaa Meslek Yüksekokulunda öğrenim gören 525 üniversite öğrencisine anket uygulanmıştır. Verilerin analiz aşamasından önce demografik bulgulara, korelasyon, güvenirlik, faktör analizlerine bakılmıştır. Geliştirilen hipotezlerin test edilmesinde regresyon ve durumsal etki analizi için SPSS Process Macro (Model 1) kullanılmıştır. Araştırma sonucunda öğrencilerin, özyeterlilikleri ile genel erteleme eğilimi, erteleme alt boyutu ve zamanı etkin kullanma alt boyutu arasında negatif yönlü ilişki olduğu belirlenmiştir. Ayrıca özyeterlilik ile zamanı etkin kullanma alt boyutu arasındaki ilişkide okul türünün düzenleyici etki oluşturduğu belirlenmiştir.

Kaynakça

  • Akbay, S. ve Gizir, C. (2010), Cinsiyete göre üniversite öğrencilerinde genel erteleme davranışı: akademik güdülenme, akademik özyeterlilik ve akademik yükleme stillerinin rolü, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Almukdad, M. ve Berhanu, K. Z. (2020), The opportunıtıes, challenges and factors ınfluencıng ınternatıonal students’academıc performance at Akdeniz Unıversity, Turkey, European Journal of Education Studies. 7(1), 277-295.
  • Aydoğan, D. ve Özbay, Y. (2012), Genel erteleme davranışının benlik saygısı, durumluluk kaygı, öz-yeterlilik açısından açıklanabilirliğinin incelenmesi, Pegem Eğitim ve Öğretim Dergisi, 2(3), 1-10.
  • Balkıs, M. ve Duru, E. (2009), prevalence of academic procrastination behavior among preservice teachers and its relationships with demographics and individual preferences, Eğitimde Kuram ve Uygulama, 5(1), 1832.
  • Balkıs, M. (2013), Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying, Journal Of Cognitive And Behavioral Psychotherapies, 13(1); 57-74.
  • Bandura, A. (1977), Self-efficacy: toward a unifying theory of behavioral change, Psychological Review, 84(2), 191.
  • Bandura, A. (1993), Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (2006), Toward a psychology of human agency, Perspectives on Psychological Science, 1(2), 164-180.
  • Barnova, S. ve Krasna, S. (2021), General procrastination and academic procrastination in preservice teachers in the slovak republic. The Journal Of International Education Science, 27 (8), 1-11.
  • Brando-Garrido. C.. Montes-Hidalgo. J.. Limonero. J. T.. Gómez-Romero. M. J. ve Tomás-Sábado. J. (2020), Relationship Of Academic Procrastination With Perceived Competence. Coping. Self-Esteem And Self-Efficacy İn Nursing Students, Enfermería Clínica (English Edition)
  • Byrne, B. M. (2011), Structural Equation Modeling With AMOS Basic Concepts, Applications, And Programming (Multivariate Applications Series), Routledge, New York.
  • Can, S. (2018), Ergenlerin Akademik Erteleme Davranışları, İnternet Bağımlılığı Ve Temel Psikolojik İhtiyaçları: Bir Model Önerisi, Yayınlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, İstanbul
  • Canales, A. ve De los Ríos, D. (2009). Retención de estudiantes vulnerables en la educación universitaria, Calidad en la Educación, (30), 50-83.
  • Carrolla, A., Houghton S., Wood R., Unsworth K., Hattie, J., Gordona, L. ve Bower, J. (2009), Self-efficacy and academic achievement in australian high school students: the mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797-817.
  • Chang, C. (2018), Psychological Factors Associated With Procrastination Among College Students, Unpublished Doctoral Dissertation, Chicago School Of Professional Psychology, Chicago, IL,US.
  • Çakıcı, D.Ç. (2003), Lise ve Üniversite Öğrencilerinde Genel Ve Genel Erteleme Davranışının İncelenmesi, Yayımlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Çevik, V. A. ve Öneren, M. (2019), Önlisans öğrencilerinin iş bulma endişeleri ve kaygı düzeylerinin belirlenmesi. Erzurum Teknik Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8, 1-12.
  • Dereli, F., ve Karataş, S. (2009), Sağlık yüksekokulu son sınıf öğrencilerinin iş bulma endişeleri ve umutsuzluk düzeylerinin belirlenmesi, Yeni Tıp Dergisi, 26(1), 31-36.
  • Díaz-Morales, J. F. ve Escribano, C. (2015), Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences, Chronobiology international, 32(6), 822-831.
  • Ellis, A. ve Knaus, W. J. (1977), Overcoming Procrastination. Signet Books, New York.
  • Filiz, B. ve Doğar, Y. (2021), Beden eğitimi öğretmeni adaylarının genel erteleme eğilimlerinin öz düzenleme becerileri ve öz yeterliklerine etkisi, Milli Eğitim Dergisi, 50(230), 857-872.
  • Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W. ve Langer, D. A. (2014), A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295-30
  • Gupta, R., Hershey, D. A. ve Gaur, J. (2012), Time perspective and procrastination in the workplace: an empirical investigation, Current Psychology, 31(2), 195–211.
  • Güngör, A. B. ve Koçak, O. (2020), Üniversite öğrencilerinin akıllı telefon bağımlılığı ve akademik erteleme davranışı arasındaki ilişkinin incelenmesi, Eğitim ve Toplum Araştırmaları Dergisi, 7(2), 397-419.
  • Güngör, A. Y. (2020), The relationship between academic procrastination academic self-efficacy and academic achievement among undergraduates, Oltu Beşeri Ve Sosyal Bilimler Fakültesi Dergisi, 1(1), 57-68.
  • Hayes, A. F. (2013). Introduction To Mediation, Moderation, And Conditional Process Analysis. A Regression-Based Approach, The Guilford Press, New York, Ny, US.
  • Hen, M. ve Goroshit, M. (2014), Academic procrastination, emotional intelligence, academic self-efficacy, and gpa: a comparison between students with and without learning disabilities, Journal of Learning Disabilities, 47, 116–124.
  • Hill, M., Hill, D., Chabot, A. ve Barral, J. (1978), A survey of college faculty and student procrastination, College Students Personal Journal, 12, 256-262.
  • Hitches, E., Woodcock, S. ve Ehrich, J. (2022), Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students, International Journal of Educational Research Open, 3, 100124.
  • Hu, L. T. ve Bentler, P. M. (1999), Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Islam, A. ve Tasnim, S. (2021), An analysis of factors ınfluencing academic performance of undergraduate students: a case study of rabindra university, bangladesh (rub), Shanlax International Journal of Education, 9(3), 127-135.
  • Kandemir, M., Palancı, M., İlhan, T. ve Müjdat, A. (2017), Sınıf tekrarı yapan öğrencilerin akademik erteleme nedenleri, Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 285-302.
  • Karagöz, Y. (2017), Spss ve Amos Uygulamalı Bilimsel Araştırma Yöntemleri Ve Yayın Etiği, Nobel Yayın Dağıtım, Ankara, Türkiye.
  • Klingsieck, K. B. (2013), Procrastination in different life-domains: Is procrastination domain specific? Current Psychology, 32, 175-185.
  • Komarraju, M. ve Nadler, D. (2013), Self-efficacy and academic achievement: why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
  • Kurtovic, A., Vrdoljak, G. and Idzanovic, A. (2019), Predicting procrastination: the role of academic achievement, self-efficacy and perfectionism, International Journal of Educational Psychology: Ijep, 8(1), 1-26.
  • Levy, S. and Campbell, H. (2008), Student motivation: premise, effective practice and policy, Australian Journal of Teacher Education, 33(5), N5
  • Ludwig, P. (2013), Konec prokrastinace: jak přestat odkládat a začít žít naplno, Jan Melvil Publishing.
  • Maddux, J. E. (1995), Self-efficacy theory. In self-efficacy, adaptation, and adjustment (3-33). Springer, Boston, MA,US.
  • Macakova, V. ve Wood, C. (2022), The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students, Studies in Higher Education, 47(2), 259-269.
  • Melton, R. M. (2013), Academic Underachievement: The Relationship Between Motivation And Study Skills, Unpublished Doctoral Dissertation, Chicago School Of Professional Psychology, Chicago, IL, US.
  • Metin, U. B., Taris, T. W. ve Peeters, M. C. W. (2016), Measuring procrastination at work and its associated workplace aspects. Personality And Individual Differences, 101, 254–263.
  • Naktiyok, A. ve Kızıl, S. (2018), Örgütsel destek ve özyeterlilik algısının genel erteleme davranışı üzerine etkisi: Araştırma görevlileri üzerinde bir inceleme, İşletme Araştırmaları Dergisi, 10(4), 267-285.
  • Nývltová, V. (2014), Soft skills – time Management Pro Uchazeče O Zaměstnání. Praha : Vysoká Škola Chemicko-Technologická, Vzdělávání Rodičů – Příprava Vstupu Nebo Návratu Rodičů S Malými Dětmi Na Trh Práce – Edura. [Online].
  • Özer, A. ve Altun, E. (2011), Üniversite öğrencilerinin akademik erteleme nedenleri, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 45-72.
  • Özer, B., Demir, A. ve Ferrari, J. (2009), Exploring academic procrastination among turkish students: possible gender differences in prevalence and reasons, The Journal Of Social Psychology, 149(2), 241257.
  • Özgan, E. (2019), The relationship between test anxiety and academic performance, Electronic International Journal of Education, Arts, And Science (Eıjeas), 4(10), 1-13.
  • Rosário, P., M. Costa, J.C Núñez, J. González-Pienda, P. Ve Solano A. Valle, (2009). Academic procrastination: associations with personal, school, and family, The Spanish Journal Of Psychology, 12(1), 118-127.
  • Pajares, F. (1996), Self-efficacy beliefs and mathematical problem-solving of gifted students, Contemporary Educational Psychology, 21(4), 325-344.
  • Panahi, N.H. ve Goudarzi M. (2018). The effıcacy of teaching components of choice theory on parent-chıld conflıcts and the self-suffıcıency of female students. European Journal Of Social Sciences Studies, 2(10); 171-183.
  • Parrino, C. (2010), Deserción en el primer año universitario. Dificultades y logros. X Coloquio Internacional Sobre Gestión Universitaria En América Del Sur. Argentina. 1–19.
  • Philips, M. (2012), Does locus of control task ınterest have an effect on procrastination? The Huron University College Journal of Learning And Motivation, 50(1),8.
  • Razak, M. A. H. A., Abdul-Rani, A. M. ve Aliyu, A. A. A. (2019), Innovative surface engineering technique for surface modification of mg alloy for orthopedic application. In Biomanufacturing (pp. 225-240). Springer, Cham.
  • Sari W.L. ve Fakhruddiana F., (2019), Internal locus of control, social support and academic procrastination among students in completing the thesis. International Journal of Evaluation And Research İn Education (Ijere), 8(2), 363-368.
  • Schneider, M. ve Preckel, F. (2017), Variables associated with achievement in higher education: a systematic review of meta-analyses. Psychol. Bull., 143, 565–600.
  • Silver, B. B., Smith, E. V., Jr. ve Greene, B. A. (2001), A study strategies self-efficacy instrument for use with community college students. Educational And Psychological Measurement, 61(5), 849-865.
  • Sirois, F. M., Melia-Gordon, M. L. ve Pychyl, T. A. (2003). “I'll Look After My Health, Later”: An investigation of procrastination and health, Personality And Individual Differences, 35(5), 1167–1184.
  • Solomon, L. J. ve Rothblum, E. D. (1984), Academic procrastination: frequency and cognitive-behavioral correlates. Journal Of Counseling Psychology, 31(4), 503.
  • Stead, R., Shanahan, M. J. ve Neufeld, R. W. J. (2010), “I'll Go To Therapy, Eventually”: procrastination, stress and mental health, Personality And Individual Differences, 49(3), 175–180.
  • Taherpour, M., Rahimi, J., Jafari, Y. ve Hakkak, H. R. M. (2015), Attitude of the students of north khorasan university of medical sciences towards their job prospects in 2013, Journal of Human Health, 1(3), 81.
  • Tatlıoğlu, S.S. (2021), Öğrenmeye sosyal- bilişsel bir bakış: Albert Bandura, Sosyoloji Notları, 5(1); 15-30.
  • Tenaw, Y.A. (2013). Relatıonship between self-effıcacy, academic achievement and gender şn analytıcal chemıstry at debre markos college of teacher educatıon, African Journal of Chemical Education, 3(1); 3-28.
  • Thomas, T. A. ve Maree, D. (2022), Student factors affecting academic success among undergraduate students at two south african higher education institutions, South African Journal Of Psychology, 52(1), 99-111.
  • Tice, D. M. ve Baumeister, R. F. (1997), Longitudinal study of procrastination, performance, stress, and health, The Costs And Benefits of Dawdling. Psychological Science, 8, 454-458.
  • Torres, J. B. ve Solberg, V. S. (2001), Role of self-efficacy, stress, social integration, and family support in latino college student persistence and health, Journal of Vocational Behavior, 59(1), 53-63.
  • Van Den Toren, S. J., Van Grieken, A., De Kroon, M.L.A., Wico C. Mulder, Yvonne T. M. ve Vanneste , Raat, H. (2020), Young adults’ self-sufficiency in daily life: the relationship with contextual factors and health indicators, Bmc Psychology, 8(89); 1-12.
  • Vion, J. (2016). Que Faire Pour Lutter Contre La Procrastination? https://www.Neuropro-Consulting.Fr/Que-Faire-Pour-Lutter-Contre-La-Procrastination/. Erişim Tarihi: 21.06.2022.
  • Yağar, F., Dökme, S. ve Coşkun, S. (2020), Öz yeterlik düzeyinin ve demografik faktörlerin girişimcilik eğilimi üzerindeki etkisi: üniversite öğrencileri üzerine bir çalışma, Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (37), 302-314.
  • Yaşlıoğlu, M. M. (2017), Sosyal bilimlerde faktör analizi ve geçerlilik: keşfedici ve doğrulayıcı faktör analizlerinin kullanılması, İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85.
  • Yılmaz, M., Gürçay, D. Ve Ekici, G. (2007), Akademik öz yeterlik ölçeğinin Türkçeye uyarlanması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 253-259.
  • Zajacova, A., Lynch, S. M. ve Espenshade, T. J. (2005). Self-Efficacy, stress, and academic success in college, Research in Higher Education, 46(6), 677-706.
  • Zimmerman, B. J. ve Kitsantas, A. (2005), Homework practices and academic achievement: the mediating role of self-efficacy and perceived responsibility beliefs, Contemporary Educational Psychology, 30, 397–417.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İstatistik
Bölüm Makaleler
Yazarlar

Ersin Irk 0000-0002-2160-8053

Mesut Ardıç 0000-0002-6630-0669

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 2

Kaynak Göster

APA Irk, E., & Ardıç, M. (2022). Özyeterlilik Erteleme İlişkisinde Okul Türünün Düzenleyici Rolü: Meslek Yüksekokulu Öğrencileri Üzerine Bir Araştırma. Nicel Bilimler Dergisi, 4(2), 120-140. https://doi.org/10.51541/nicel.1122312