Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students

Odacı, Hatice

doi:10.1016/j.compedu.2011.01.005

Cited by 134 publications

(99 citation statements)

References 39 publications

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“…The first statement has been widely acknowledged as a growing school problem (e. g. Nenty, 2001;Odaci, 2011;Rabin et al, 2011;Steel, 2007Steel, , 2010 but the last one is practically a new finding, because as mentioned above, we can account for only one article previously correlating these two behavioural tendencies. Roig and DeTommaso (1995) are the authors of that very first analysis and fortunately, our results and theirs are extremely similar, our correlation being .28 and theirs .23.…”

Section: Discussionmentioning

confidence: 99%

Procrastination and cheating from secondary school to university

Clariana¹,

Gotzens²,

Badia³

et al. 2017

EJREP

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Section: Discussionmentioning

confidence: 99%

Procrastination and cheating from secondary school to university

Clariana¹,

Gotzens²,

Badia³

et al. 2017

EJREP

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“…Within the educational literature, Self-efficacy has emerged as complementary to the FFM because it predicts academic performance (Odaci, 2011), but also because its operational content identifies pathways that lead to improved performance and successful outcomes (Diseth, 2011), in that it pinpoints specific goal setting, regulated behaviours, investment of effort, persistence and resilience in effort and processing previous mastery experiences within the academic setting. Successive reviews have demonstrated that Self-efficacy is a consistent predictor of AP (Multon, Brown & Lent, 1991;Chemers, Hu & Garcia, 2001;Chen, 2008), and is defined as "belief in one's capabilities to organise and execute courses of action required to produce given attainment" (Bandura, 1997, p. 3).…”

Section: Academic Self-efficacy: Agency Mastery and Self-regulation mentioning

confidence: 99%

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

McIlroy

Poole

Ursavaş

et al. 2015

Learning and Individual Differences

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Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy http://researchonline.ljmu.ac.uk/860/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Abstract -The predictive map for personality-related measures has evolved into distal, proximal and immediate associates of academic performance. This study used distal (Five Factor Model) and proximal (Academic Self-efficacy, ASE) associates with GPA (a specific facet of academic performance) at two time points with secondary level students at sixth form college (N = 106, average age 17 and evenly balanced by gender).Openness, Conscientiousness and ASE were associated with GPA at weak to moderate levels. In a path analysis with ASE as the mediator, the three constructs explained 17% variance on academic performance at time 1 and 42% at time 2 when a direct effect from GPA1 to GPA2 was introduced, with Openness and ASE remaining statistically significant when controlling for GPA1, and all three constructs provided significant indirect effects. Findings demonstrate the salient value of Openness and Conscientiousness, when configured with ASE as the mediator. Findings are applied to the approaches that facilitate learning pathways and support ability processes in achievement.

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“…But there are also studies that shows others results. In a study, conducted on university students; it was found that problematic internet use is higher in females compared to males (Odacı, 2011). There are studies that support the conclusion that man have higher levels of addiction (Odacı and Kalkan, 2010).…”

Section: Discussionmentioning

confidence: 88%

Internet Addiction and Loneliness Among Students of University of Shkodra

Hasmujaj

2016

ESJ

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Internet addiction is a kind of consumer behavior that has attracted the attention of many studies. Loneliness is a frequently reported mental illness addicted to the internet. Lonely individuals may be drawn online because of the increased potential for companionship, the changed social interaction patterns online, and as a way to modulate negative moods associated with loneliness. This study examines the relationship between internet addiction and loneliness among albanian students of University of Shkodra and the gender differences to this aspect. The participants to the research were 151 students from 18-23 years old, who live in different places of North Albania. In order to trace the connection between loneliness and Internet addiction among students was used the self-administered questionnaires: Internet Addiction Test (IAT) and UCLA Loneliness Scale. The research has shown that there is a mild negative correlation between loneliness and Internet addiction, on the other hand no gender differences was found in terms of internet addiction and loneliness level. The results suggest that students addicted to the Internet have significantly lower rates of loneliness.

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Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students

Cited by 134 publications

References 39 publications

Procrastination and cheating from secondary school to university

Procrastination and cheating from secondary school to university

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

Internet Addiction and Loneliness Among Students of University of Shkodra

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