Investigating Relationships between Undergraduate Students' Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement

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Date

2017-01-01

Author

ALP, Aysenur
Sungur, Semra

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Purpose: Calculus is generally offered as a freshman-year course and is a prerequisite for some advanced STEM-related courses in some undergraduate programs. However, some students experience difficulties in Calculus courses, leading to lower levels of achievement. Thus, there is a need to examine the factors which may be related to students' achievement in Calculus courses. According to relevant literature, procrastination can diminish students' achievement. Additionally, flow emerges as an important factor that may be related to students' achievement and procrastination, but these relationships have not been studied in the context of Calculus courses.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/36423

Journal

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.14689/ejer.2017.72.1

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

A. ALP and S. Sungur, “Investigating Relationships between Undergraduate Students’ Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement,” EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, pp. 1–21, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36423.