Özet:

In the academic environment, students have the necessary tasks to fulfill. However, students generally need to do the tasks they need to do at another time. It is called academic delay to leave these tasks to an advanced time to be done and planned. Based on the fact that academic delay behavior becomes a habit in the individual is that these causes are not eliminated by being identified in time. This study aims to develop the scale of academic delay behavior of high school students. The research work group consists of 350 high school students located in the Afyonkarahisar centre in the 2016-2017 educational year. In the study, a general screening model was used. A scale of 5 liquids consisting of 19 items has been developed to obtain data. The scale is formed by two factors, 6 items with factor loads between 0.564 and 0.780 in the 1st factor (responsibility and preference) and 13 items with factor loads between 0.596 and 0.743 in the 2nd factor (environment and feelings). The chronbach alpha ratio of the developed scale, the factor's reliability, respectively, is 0.866 and 0. 935 and the scale was found to be reliable by calculating the chronbach alpha ratio in general as 0.946.

Özet:

The present study aims to examine secondary school students’ interests towards science-technology-engineering-mathematics (STEM) fields and their interest in making a career in these fields in terms of various variables and to reveal the relationship between them. General survey model was used in the study. The study group was determined through convenience sampling method among non-probability (purposive) sampling methods. The study group consisted of 363 secondary school students attending different schools located in the city center of Niğde in 2017-2018 academic year. “The STEM Semantics Survey” and “The Career Interest Questionnaire” developed by Tyler-Wood, Knezek, and Christensen (2010) were used to collect data. At the end of the research, it was concluded that students’ interest in STEM fields was above average and that their interest in making a career in these fields showed a tendency from “Undecided” to “Agree”. In the analysis of the independent variables, it was determined that the students’ STEM interests and career interests did not show significant differences according to their gender, having a personal computer and having internet connection, but according to their class levels. A significant and positive relationship was revealed between the students’ science achievement and their STEM and career interests.

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