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Bu çalışmanın amacı farklı bölümlerde okuyan üniversite öğrencilerinin yürütücü biliş becerilerinin, akademik mükemmeliyetçiliklerinin ve akademik erteleme davranışlarının cinsiyet, algılanan başarı durumu, lise diploma notu, ÖSYM puanı ve genel not ortalaması değişkenlerine göre incelenmesidir. Nicel araştırma yönteminin benimsendiği bu çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmaya 2018 yılında Balıkesir Üniversitesinde öğrenim gören üniversite öğrencilerinden 210 kadın (%52,5) ve 195 erkek (%47,5) olmak üzere 405 öğrenci katılmıştır. Bu çalışmada öğrencilerin yürütücü biliş becerilerini ölçmek için Yürütücü Biliş Becerileri Ölçeği (YBBÖ), akademik mükemmeliyetçiliklerini ölçmek için Akademik Mükemmeliyetçilik Ölçeği (AMÖ) ve akademik erteleme davranışlarını ölçmek için ise Akademik Erteleme Ölçeği (AEÖ) kullanılmıştır. Araştırmanın verilerinin analizinde Pearson Momentler Çarpımı Korelasyonu, t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmanın sonucunda akademik erteleme davranışında erkek öğrenciler lehine bir farklılık olduğu ve yürütücü biliş becerilerinde ise kız öğrencilerin lehine anlamlı bir farklılık olduğu bulunmuştur. Ayrıca algılanan başarı düzeyi düşük olan öğrencilerin akademik erteleme davranışlarının yüksek olduğu, algılanan başarı düzeyi yüksek olan öğrencilerin ise yürütücü biliş becerilerinin yüksek olduğu bulunmuştur. Araştırmada transkript ve lise diploma notu düşük olan öğrencilerin akademik erteleme davranışlarının daha fazla olduğu belirlenmiştir. Yürütücü biliş becerileri yüksek olan öğrencilerin transkript notlarının da yüksek olduğu ve ÖSYM puanı düşük olan öğrencilerin daha mükemmeliyetçi olduğu görülmüştür. Buna ek olarak bu araştırmada akademik erteleme davranışı ile yürütücü biliş becerileri arasında negatif yönlü bir korelasyon (r=-.39) olduğu bulunmuştur. Fen alanında okuyan öğrencilerin, Sosyal alanda okuyan öğrencilere göre daha fazla akademik erteleme davranışı sergilediği tespit edilmiştir. Ayrıca matematik alanında okuyan öğrencilerin diğer alanlarda okuyan öğrencilere göre daha mükemmeliyetçi oldukları bulunmuştur.
The aim of this study is; the executive cognitive skills, academic perfectionism and academic procrastination of university students studying in different departments; gender, perceived success status, high school diploma grade, university entrance score and grade point average according to the variables. Relational screening model was used in this study in which the quantitative research method was adopted. 405 students (210 females (52.5%) and 195 males (47.5%) were enrolled in the study. In this study, in order to measure the metacognition skills of the students, the Scale of Metacognitive Skills Scale, the Academic Perfectionism Scale for measuring their academic perfectionism and the Academic Procrastination Scale for measuring academic procrastination were used. Pearson Product Moment Correlation, t test and one-way analysis of variance were used to analyze the data. As a result of the research; It was found that there was a difference in favor of male students in academic procrastination behavior and there was a significant difference in favor of female students in executive metacognitive skills. In addition, it was found that the academic procrastination behaviors of the students with low levels of perceived success were found to be high. Students with high levels of perceived success were found to have high executive metacognitive skills. In the study, it was determined that academic procrastination behaviors of the students with high transcript and high school graduation grade were higher. It was determined that the students with high metacognitive skills had higher transcript scores and students with lower OSYM scores were more perfectionist. In addition, a negative correlation between metacognition skills with academic procrastination (r = -. 39 was found. It was determined that students who study in science departments exhibited more academic procrastination behavior than students studying in social departments. In addition, it was found that students studying in math departments were more perfectionist than students studying in other fields.
The aim of this study is; the executive cognitive skills, academic perfectionism and academic procrastination of university students studying in different departments; gender, perceived success status, high school diploma grade, university entrance score and grade point average according to the variables. Relational screening model was used in this study in which the quantitative research method was adopted. 405 students (210 females (52.5%) and 195 males (47.5%) were enrolled in the study. In this study, in order to measure the metacognition skills of the students, the Scale of Metacognitive Skills Scale, Academic Perfectionism Scale for measuring their academic perfectionism and Academic Procrastination Scale for measuring academic procrastination were used. Pearson Product Moment Correlation, t test and one-way analysis of variance were used to analyze the data. As a result of the research; It was found that there was a difference in favor of male students in academic procrastination behavior and there was a significant difference in favor of female students in executive metacognitive skills. In addition, it was found that the academic procrastination behaviors of the students with low levels of perceived success were found to be high. Students with high levels of perceived success were found to have high executive metacognitive skills. In the study, it was determined that academic procrastination behaviors of the students with high transcript and high school graduation grade were higher. It was determined that the students with high metacognitive skills had higher transcript scores and students with lower OSYM scores were more perfectionist. In addition, a negative correlation between metacognition skills with academic procrastination (r = -. 39) was found. It was determined that students who study in science departments exhibited more academic procrastination behavior than students studying in social departments. In addition, it was found that students studying in mathematics departments were more perfectionist than students studying in other fields.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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