Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi
Özet
This research investigated the relationships between the generalprocrastination, academic procrastination, self-esteem, dimensions ofperfectionism and academic achievement among high school and universitystudents. Two hundred sixty high school and two hundred eighty sevenuniversity students participated in the study. The students were given theGeneral Procrastination Scale (GPS) and Academic Procrastination Scale (APS)developed for the present study, Rosenberg Self-Esteem Inventory (RSEI),Turkish version of Multidimensional Perfectionism Scale (MPS) and PersonalInformation Form prepared by the reseacher. GPS and APS ,developed for thepresent study, were shown to be a valid and reliable measure. Independent-samples t-test was employed to test the whether general and academicprocrastination behavior differentiated according to level of education (high-school, university). One-way ANOVA was employed to test the whetheracademic procrastination differentiated according to level of self-esteem amonghigh-school students. Stepwise regression analysis was employed to obtain thesignificant predictors of academic procrastination among high-school studentsand university students. It was found that university students moreproctastinated than high-school students. Results indicated that high-schoolstudents with low self-esteem more procrastinated than students with high self-esteem. Result showed that, for high-school students, parental schoolachievement assessmet, parental satisfaction from school achievement, self-oriented perfectionism and socially prescribed perfectionism were significantpredictors of academic procrastination. Results revealed that, for universitystudents, academic achievement (school grade point average), self-orientedperfectionism and socially prescribed perfectionism were significant predictors ofacademic procrastination.