Üniversite öğrencilerinde olumsuz üst biliş düzeyleri ile akademik erteleme arasındaki ilişkinin incelenmesi
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada üniversite öğrencilerinin üst biliş düzeyleri ve akademik erteleme davranışı arasındaki ilişkinin belirlenmesi amaçlanmıştır. Araştırma 2021-2022 eğitim öğretim döneminde Çağ Üniversitesi, İktisadi ve İdari Bilimler Fakültesi'nde öğrenim gören öğrencilerle kolayda örnekleme yöntemi kullanılarak gerçekleştirilmiştir. Araştırma verileri Wells ve Cartwright-Hatton'nın (2004) tarafından geliştirilen ve Tosun ve Irak (2008) tarafından Türkçeye uyarlanan Üstbiliş Ölçeği ile Çakıcı (2003) tarafından geliştirilen Akademik Erteleme Davranışı Ölçeği kullanılarak toplanmıştır. Araştırmanın uygulaması, zaman, maliyet avantajı, daha fazla katılımcıya ulaşılması ve Covid-19 pandemi koşulları gibi nedenlere bağlı olarak forms.google.com üzerinden "Google documents" aracılığı ile online gerçekleştirilmiştir. Araştırmaya Çağ Üniversitesi, İktisadi ve İdari Bilimler Fakültesi'nde öğrenim gören 318 kişi katılmış olup evrenin %60,3'üne ulaşılmıştır. Araştırmada katılımcıların cinsiyet, yaş, öğrenim görülen sınıf, aile birliktelik durumu ve akademik başarı düzeylerine göre üstbiliş ölçeği alt boyutları ve akademik erteleme davranışları ortalamaları arasında farklar analiz edilmiştir. Araştırmada ayrıca Üstbiliş Ölçeği ve alt boyutları "olumlu inançlar", "kontrol edilmezlik ve tehlike", "bilişsel güven", "düşünceleri kontrol ihtiyacı" ve "bilişsel farkındalık" düzeyleri ile akademik erteleme davranışı arasındaki ilişki analiz edilmiştir. Araştırma sonucunda katılımcıların üstbiliş düzeyi "yüksek" olduğu ortaya çıkmıştır. Araştırmada Üstbiliş Ölçeği alt boyutları "kontrol edilemezlik ve tehlike, bilişsel farkındalık", "kontrol edilemezlik ve tehlike, bilişsel farkındalık" ve "düşünceleri kontrol ihtiyacı" düzeyinin "yüksek" ve "olumlu inançlar ve bilişsel güven" düzeyinin "düşük" olduğu ortaya çıkmıştır. Araştırma sonucunda "olumlu inançlar", "kontrol edilmezlik ve tehlike", "bilişsel güven", "düşünceleri kontrol ihtiyacı" ve "bilişsel farkındalık" düzeyleri ile akademik erteleme davranışı arasında negatif yönlü anlamlı ilişki olduğu ortaya çıkmıştır.
In this study, it was aimed to determine the relationship between university students' metacognition levels and academic procrastination behavior. The research was carried out with the students studying at the Faculty of Economics and Administrative Sciences at Çağ University in the 2021-2022 academic year using the convenience sampling method. Research datas were collected the Metacognition Scale developed by Welss and Cartwright-Hatton (2004) and adapted into Turkish by Tosun and Irak (2008), and the Academic Procrastination Behavior Scale developed by Çakıcı (2003). The application of the research was carried out online via "Google documents" on forms.google.com due to reasons such as time, cost advantage, reaching more participants and Covid-19 pandemic conditions. 318 people studying at Çağ University, Faculty of Economics and Administrative Sciences participated in the research and 60.3% of the population was reached. In the study, the differences between the sub-dimensions of the metacognition scale and the averages of academic procrastination behaviors were analyzed according the gender, class of study, family togetherness and academic achievement levels of the participants. In the study, the relationship between the Metacognition Scale and its sub-dimensions "positive beliefs, uncontrollability and danger, cognitive confidence, need to control thoughts and cognitive awareness" levelsand academic procrastination behavior was analyzed. As a results of the research, it was revealed that the metacognition level of the participants was "high". In the study, it was revealed that the sub-dimensions of the Metacognition Scalw were "uncontrollability and danger, cognitive awareness " level was "high" and the level of "positive beliefs, cognitive confidence, need to control thoughts" was "low". İn conclusion of the research, it was revealed that there is a negative significant relationship between the levels of "positive beliefs", "uncontrollability and danger", "cognitive confidence", "need to control thoughts" and "cognitive awareness" and academic procrastination behavior.
In this study, it was aimed to determine the relationship between university students' metacognition levels and academic procrastination behavior. The research was carried out with the students studying at the Faculty of Economics and Administrative Sciences at Çağ University in the 2021-2022 academic year using the convenience sampling method. Research datas were collected the Metacognition Scale developed by Welss and Cartwright-Hatton (2004) and adapted into Turkish by Tosun and Irak (2008), and the Academic Procrastination Behavior Scale developed by Çakıcı (2003). The application of the research was carried out online via "Google documents" on forms.google.com due to reasons such as time, cost advantage, reaching more participants and Covid-19 pandemic conditions. 318 people studying at Çağ University, Faculty of Economics and Administrative Sciences participated in the research and 60.3% of the population was reached. In the study, the differences between the sub-dimensions of the metacognition scale and the averages of academic procrastination behaviors were analyzed according the gender, class of study, family togetherness and academic achievement levels of the participants. In the study, the relationship between the Metacognition Scale and its sub-dimensions "positive beliefs, uncontrollability and danger, cognitive confidence, need to control thoughts and cognitive awareness" levelsand academic procrastination behavior was analyzed. As a results of the research, it was revealed that the metacognition level of the participants was "high". In the study, it was revealed that the sub-dimensions of the Metacognition Scalw were "uncontrollability and danger, cognitive awareness " level was "high" and the level of "positive beliefs, cognitive confidence, need to control thoughts" was "low". İn conclusion of the research, it was revealed that there is a negative significant relationship between the levels of "positive beliefs", "uncontrollability and danger", "cognitive confidence", "need to control thoughts" and "cognitive awareness" and academic procrastination behavior.
Açıklama
Sosyal Bilimler Enstitüsü, Psikoloji Ana Bilim Dalı
Anahtar Kelimeler
Psikoloji, Psychology
