Abstract:

This study aims to explore the relationship between the academic control focus of university students, the goals of success and the levels of self-sabotage. The universe of research is formed by students studying at the Faculty of Education of the University of Kilis on December 7 in the 2018-2019 educational year. There is no way to take samples because it is possible to reach all the students who study at the faculty. Analysis was carried out with data from 286 students who participated voluntarily in the study. The research finds that the academic external control focus and performance-evacuation orientation have found that university students significantly put their levels of sabotage in a positive direction, while learning-approximation orientations significantly put their levels in a negative direction. The academic internal control focus, the learning-evacuation direction, and the performance-approximation direction have been found that students are unable to make their levels of sabotage significantly. Finally, approximately 29% of the variation in the levels of self-sabotage of university students have found that students can be explained by academic external control focus, learning approaches and performans-evacuation guidelines.

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