A path analytic model of procrastination: testing cognitive, affective, and behavioral components

Download

index.pdf

Date

2010

Author

Uzun Özer, Bilge

Metadata

Show full item record

Item Usage Stats

704
views

283
downloads

The present study investigated the multiple predictors of procrastination among university students. In the present study, a mediational causal model based on cognitive, affective, and behavioral components to procrastination was hypothesized to be tested in order to see the structural relationships among the cognitive, affective, and behavioral variables and to what extend the combination of these variables account for engaging in procrastination. The sample consisted of 1218 undergraduate students (623 female, 595 male) selected from Middle East Technical University by stratified random sampling. Turkish version of Tuckman Procrastination Scale was used to gather information for the dependent variable for the present study. Moreover, Demographic Information Form, Irrational Belief Test, Academic Self-Efficacy Scale, Rosenberg Self-Esteem Scale, Frustration Discomfort Scale, and Self-Control Schedule were used in data collection. Pilot study was conducted for assessing the validity and reliability of the Frustration Discomfort Scale. Path analysis was utilized to test the hypothesized causal model. The result revealed that procrastination was negatively predicted from academic self-efficacy, self-esteem, and self-regulation. The findings also validated that academic self-efficacy partially mediated the association of procrastination with discomfort intolerance and emotional irresponsibility. Self-esteem also partially mediated the association of procrastination with discomfort intolerance, with emotional irresponsibility, and with anxious overconcern. Finally the results demonstrated that the self-regulation was the strongest predictor of procrastination besides its mediation role for the relationship between procrastination and frustration discomfort beliefs; between procrastination and irrational beliefs; between procrastination and academic self-efficacy; and between procrastination and self-esteem.

Subject Keywords

Procrastination., Educational Sciences.

URI

http://etd.lib.metu.edu.tr/upload/12612834/index.pdf
https://hdl.handle.net/11511/20501

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Examining hope as a mediator of the link between procrastination and psychological well-being Muyan Yılık, Mine; Demir, Ayhan Gürbüz (null; 2018-06-01) The purpose of the current study is to investigate the relationship between procrastination and psychological well-being through the mediating role of hope in university students. Participants were 187 (106 females and 81 males) university students attending a major state university in Ankara, Turkey. Turkish versions of Tuckman Procrastination Scale, State Hope Scale, and Psychological Well-being Scale were used as measurement tools in the study. Results from conducting bootstrapped mediation ...
Effects of Academic Procrastination on College Students' Life Satisfaction Ozer, Bilge Uzun; Sackes, Mesut (2010-12-05) The aim of this study was to examine the effect of procrastination on students' life satisfaction among a group of college students. In this regard, Tuckman Procrastination Scale and Satisfaction with Life Scale were administered to 314 (214 female, 100 male) college students. The average age of the participants was 20.76 (SD = 1.97) with an age range between 17 and 27. The results of the preliminary analysis showed that 38 % (119) of the students claimed to be frequent procrastinator, with male students re...
Academic procrastination among faculty of education students: the role of gender, age, academic achievement, perfectionism and depression Akkaya, Esra; Güneri Yerin, Oya; Department of Educational Sciences (2007) The aim of the study was to investigate to what extent gender, age, academic achievement, depression and perfectionism predict academic procrastination among Faculty of Education students. The participants were 368 undergraduate students enrolled in five departments of Middle East Technical University, Faculty of Education. Data was collected by a questionnaire packet including demographic data form; Procrastination Assessment Scale-Students (PASS), Beck Depression Inventory (BDI) and Multidimensional Perfe...
The Relationship of academic procrastination and decision making styles among university students Saya, Gülin; Demir, Ayhan Gürbüz; Department of Educational Sciences (2015) The purpose of the present study is to investigate the relationship between academic procrastination and decision making styles and questioning whether decision making styles predict academic procrastination. Sample of the study was 482 (271 female, 211 male) undergraduate students from Middle East Technical University, Turkey. Turkish versions of Procrastination Assessment Scale for Students (Uzun Özer, 2005), General Decision Making Style Inventory (Taşdelen, 2002) and demographic form were administered t...
The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on students’ genetics understanding and self-regulated learning Yılmaz, Diba; Öztekin, Ceren; Department of Educational Sciences (2007) The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students’ understanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the qu...

Citation Formats

B. Uzun Özer, “ A path analytic model of procrastination: testing cognitive, affective, and behavioral components,” Ph.D. - Doctoral Program, Middle East Technical University, 2010.