The purpose of this study is to determine the predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement of university students. Research Methods: In this study, a causal research design was used. The study group consisted of 211 participants. In order to determine their motivation levels, Academic Motivation Scale (AMS); their anxiety levels, Foreign Language Classroom Anxiety Scale (FLCAS) and their procrastination levels, Aitken
The aim of the present study is to examine the effect level of procrastination on academic achievement. To this end, a meta-analytic approach was applied and the studies published between January 2000 and May 2020 in Education Resources Information Center (ERIC) and Academic Search Ultimate databases were included in the study. The research was limited to articles examining the correlation between the variables and, accordingly, the correlation coefficient was specified as an index to identify the effect size. After reviewing 22 relevant studies with 8307 participants, the meta-analysis was conducted through Comprehensive Meta-Analysis (CMA) software. The findings revealed that the variables were negatively correlated with each other and the overall effect size of procrastination on academic achievement was found-0.61, which can be interpreted as the medium effect size. The findings of the study endorse the main tenets of theoretical framework regarding the aforementioned link.
The ever-increasing demands for a better and deeper understanding of the nature of learning has urged researchers to examine the factors affecting the learning process. The purpose of this study was to determine whether a model could be formed on the ground of the structural relationship pattern among motivation, procrastination and perfectionism. The participants consisted of 210 students studying at a state university in İstanbul. As data collection tools, Academic Motivation Scale, Frost Multidimensional Perfectionism Scale and Aitken Academic Procrastination Inventory were administered to the study group. Data obtained were analysed using SPSS 21.0 and AMOS 21.0 software program through Structural Equation Modelling. Results indicated that maladaptive perfectionism, as was the case with procrastination, was affected by intrinsic and extrinsic motivation as well as amotivation. On the other hand, adaptive perfectionism was affected by intrinsic and extrinsic motivation. In the light of the theoretical background, the suggested model was tested and after necessary path analysis, it was revised and the structural relationship pattern among motivation, procrastination and perfectionism was suggested as a model.
The purpose of this study is to determine the explanatory and predictive relationship pattern between university students' goal orientation behaviours and their academic achievement. The study group consisted of 259 university students. A '2x2 Achievement Goal Orientations Scale' was used to determine the students' goal orientation behaviours. The average grades that the students got during a term were taken as the academic achievement criteria. The data were analysed using structural equation modelling (SEM). The results suggested that learning approach, learning avoidance and performance approach are not significant predictors of academic achievement at the p<.05 level. The findings also indicated that the relationship between learning avoidance and performance approach; learning avoidance and learning approach; learning approach and performance avoidance; performance approach and performance avoidance; and learning avoidance and performance avoidance are significant at the p<.01 level. The results also displayed that the relationship between performance approach and learning approach is significant at the p<.05 level. On the other hand, the relationship between performance approach and learning approach along with the relationship between learning approach and performance avoidance was found to be negative unlike the other relationships between the variables.
The aim of this research is to determine the structural relationship pattern between rehearsal, elaboration, organization and critical thinking strategies and academic achievement. 414 university students attending a public university in Istanbul participated in the study. As a data collection tool, “Motivated Strategies for Learning Questionnaire” was applied to the participants. Academic achievement scores of the students were determined by the English Proficiency Exam (EPE) conducted by the institution. The data obtained from the study were analysed through Structural Equation Modelling (SEM) and by using AMOS 22.0 statistical software program. Findings revealed that rehearsal and elaboration strategies did not predict academic achievement in a meaningful way. On the other hand, critical thinking and organizational strategies were found to be statistically significant in predicting academic achievement. In addition, the results demonstrated that there was a statistically significant and positive relationship between rehearsal, elaboration, organization and critical thinking strategies.
Öz Bu çalışma, üniversitelerin İngilizce hazırlık programlarına devam eden öğrencilerin, hazırlık öğretim programını değerlendirmelerini ve karşılaşılan sorunların sebeplerini inceleyerek gerekli iyileştirmelerin yapılabilmesi için zemin hazırlamayı hedeflemiştir. Bu amaçla, araştırmacı tarafından Hazırlık Öğretimi Değerlendirme Anketi (HÖDA) geliştirilmiş ve hazırlık öğrenimine devam eden üniversite öğrencilerine uygulanmıştır. Araştırmaya, Yıldız Teknik Üniversitesi, Temel İngilizce (Hazırlık) Bölümüne devam eden 155 erkek (% 60) ve 103 kadın (% 40) olmak üzere toplam 258 üniversite öğrencisi katılmıştır. Elde edilen verilerin istatistiksel hesaplamalarının ardından katılımcıların büyük çoğunluğunun motivasyon eksikliğine sahip oldukları, İngilizceyi öğrenmek için çalışmadıkları, programın dinleme ve konuşma becerileri üzerinde daha fazla odaklanması gerektiğini, bir akademik yılın temel İngilizce becerilerini edinmede yeterli olmadığını, yeni kültürler ve insanlar tanımaktan ziyade İngilizceyi daha iyi bir bulabilmek için öğrendiklerini ve üniversite giriş sınavlarında İngilizce sorularının olmamasının hazırlık programındaki başarıyı olumsuz etkilediğini ifade etmişlerdir. Buna karşın katılımcılar, programın okuma ve yazma becerilerini geliştirir nitelikte olduğunu, edindikleri İngilizce bilgisinin günlük ihtiyaçlarını karşıladığını, yapılan sınavların ders konularıyla paralel olduğunu, ders kitaplarının içeriğinin anlaşılır olduğunu ve programın giriş davranışlarına uygun olduğunu belirtmişlerdir. Elde edilen bulgular ışığında hazırlık sınıflarında eğitim-öğretim etkinliklerinin niteliğinin arttırılmasına yönelik önerilerde bulunulmuştur.
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