Research Article
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Year 2022, Volume: 9 Issue: 4, 762 - 769, 20.12.2022

Mustafa Pamuk

https://doi.org/10.33200/ijcer.1091334

Abstract

References

  • Abood, M. H., Gazo, A. M., ALharbi, B. H., & Mhaidat, F. A. (2019). The relationship between academic procrastination and personality traits according to the big five personality factors model among students of university. Dirasat: Educational Sciences, 46(1), (Supplement 2),784-793.
  • Akar, H., Çelik, O. T. &Karataş, A. (2019). Akademik kontrol odağı ve başarı amaç yöneliminin kendini sabotajı yordama düzeyinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 8(3), 1840-1859
  • Akbay, S., & Gizir, C. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Akça, F. (2012). An investigation into the self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success. Journal of Education and Learning, 1(2), 288-297. http://dx.doi.org/10.5539/jel.v1n2p288.
  • Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519-535.
  • Anlı, G., Taş, İ., Güneş, Z., Yazgı, Z., & Sevinç, H. (2018). Akademik Kendini Engelleme Ölçeği’ni Türkçeye uyarlama çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8 (15), 1198-1217. DOI: 10.26466/opus.442691.
  • Arkin, R. M., & Baumgardner, A. H. (1985). Self-handicapping. In J. H. Harvey & G. Weary (Eds.), Attribution: Basic issues and applications (pp. 169–202). New York, NY: Academic Press.
  • Attia, N. M., & Abdelwahid, A. E. (2020). Grit, Self-regulation and self-efficacy as predictors of academic procrastination among nursing students. Amarjeet Kaur Sandhu, 12(1), 130-142.
  • Aydoğan, D., & Özbay, Y. (2012). Akademik erteleme davranışının benlik saygısı, durumluluk kaygı, öz-yeterlilik açısından açıklanabilirliğinin incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 2(3), 1-10.
  • Azarbadkan, F., & Ebrahimabad, M. J. A. (2018). The Prediction of academic procrastination on self-handicapping and academic expectations stress. The Journal of New Thoughts on Education, 14(3), 99-116.
  • Balkıs, M., & Duru, E. (2010). Akademik erteleme eğilimi, akademik başarı ilişkisinde genel ve performans benlik saygısının rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 159-170.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2006). Üniversite ögrencilerinde akademik erteleme eğiliminin çeşitli değişkenler açısından incelenmesi. Ege Eğitim Dergisi, (7) 2: 57–73
  • Barutçu-Yıldırım, F., & Demir, A. (2020). Self-handicapping among university students: The role of procrastination, test anxiety, self-esteem, and self-compassion. Psychological reports, 123(3), 825-843.
  • Batool, S.S. (2020) Academic achievement: Interplay of positive parenting, self‐esteem, and academic procrastination, Australian Journal of Psychology, 72:2, 174-187, DOI: 10.1111/ajpy.12280.
  • Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of social behavior and personality, 15(5), 1-13.
  • Bozgün, K., & Başgül, M. (2018). Akademik azim ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Akademik Sosyal Araştırmalar Dergisi, 6(85), 435-445.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı (11. Basım). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, S., Kılıç Çakmak, E., Akgün, O.E., Karadeniz, S., & Demirel, F. (2012). Bilimsel Araştırma Yöntemleri (7. Baskı). Ankara: Pegem Akademi.
  • Clark, K. N., Dorio, N. B., Eldridge, M. A., Malecki, C. K., & Demaray, M. K. (2020). Adolescent academic achievement: A model of social support and grit. Psychology in the Schools, 57(2), 204-221.
  • Clark, K. N., & Malecki, C. K. (2019). Academic grit scale: Psychometric properties and associations with achievement and life satisfaction. Journal of school psychology, 72, 49-66.
  • Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Çelik, İ., & Sarıçam, H. (2018). The relationships between academic locus of control, positive thinking skills and grit in high school students. Universal Journal of Educational Research, 6(3), 392-398.
  • Çelikkaleli, Ö., & Akbay, S. E. (2013). Üniversite öğrencilerinin akademik erteleme davranişi, genel yetkinlik inanci ve sorumluluklarinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 237-254.
  • Demir, Y. (2017). Ergenlerde internet bağımlılığı, akademik güdülenme, akademik erteleme ve okula bağlanma arasındaki ilişkiler (Yayımlanmamş Doktora Tezi). İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
  • Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current directions in psychological science, 23(5), 319-325.
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.
  • Eisenbeck, N., Carreno, D. F., & Uclés-Juárez, R. (2019). From psychological distress to academic procrastination: Exploring the role of psychological inflexibility. Journal of Contextual Behavioral Science, 13, 103-108.
  • Field, A. (2005). Discovering statistics using SPSS. Thousand Oaks, CA, US
  • George, D., ve Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
  • Gitter, S. A. (2008). Grit, self-control and the fear of failure. Unpublished Master's Thesis. Florida State University
  • Güneş, A., & Korkut-Owen, F. (2021). Anadolu lisesi öğrencilerinin mesleki kararsızlıklarının akademik erteleme ve çeşitli değişkenler açısından incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (51), 499-529.
  • Hayes, Andrew F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (Second Edition). New York: The Guilford Press.
  • Jeong, G. C. (2020). Influence of health promoting lifestyle on academic procrastination in college students: mediating effect of grit moderated by gender. The Journal of the Korea Contents Association, 20(12), 611-622.
  • Jia, J., Wang, L. L., Xu, J. B., Lin, X. H., Zhang, B., & Jiang, Q. (2021). Self-Handicapping in Chinese medical students during the covıd-19 pandemic: the role of academic anxiety, procrastination and hardiness. Frontiers in psychology, 12, 741821. https://doi.org/10.3389/fpsyg.2021.741821.
  • Jin H, Wang W and Lan X (2019) Peer attachment and academic procrastination in chinese college students: a moderated mediation model of future time perspective and grit. Front. Psychol. 10:2645. doi: 10.3389/fpsyg.2019.02645
  • Lee, J. S., & Kim, J. M. (2016). The Effect of adolescents' perception of parental overprotection, goal-seeking orientation and self-handicapping on their academic procrastination. Journal of Korean Home Management Association, 34(6), 1-14.
  • Lee, W. W. S. (2017). Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students. Journal of adolescence, 60, 148-152.
  • Odacı, H., & Kaya, F. (2019). Mükemmeliyetçilik ve umutsuzluğun akademik erteleme davranışı üzerindeki rolü: Üniversite öğrencileri üzerinde bir araştırma. Yükseköğretim ve Bilim Dergisi, 9 (1), 43-51.
  • Prohaska, V., Morrill, P., Atiles, I., & Perez, A. (2000). Academic procrastination by nontraditional students. Journal of Social Behavior and Personality, 15(5), 125-134.
  • Raoof, K., Ashkzari, M.K., & Naghsh, Z. (2019). Relationship between perfectionism and academic procrastination: the mediating role of academic self-efficacy, self-esteem and academic self-handicapping. The Journal of New Thoughts on Education, 15(1), 207-236.
  • Sağkal, A. S., Soylu, Y., Pamukçu, B., & Özdemir, Y. (2020). Akademik azim ölçeği’nin (aaö) Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (56), 326-344.
  • Saracaloglu, A.S., Dinçer, B., & Saygı-Gerçeker, C. (2018). The Relationship between music teacher candidates' academic and general procrastination tendencies and test anxiety. Journal of Education and Training Studies, 6(9), 174-183.
  • Sarıkaya-Aydın, K. S., & Koçak, S. (2016). Üniversite öğrencilerinin zaman yönetimi becerileri ile akademik erteleme düzeylerinin incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(3), 17-38.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The journal of social psychology, 135(5), 607-619.
  • Solomon, L. J. & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive behavioral correlates. Journal of counseling psychology, 31 (4), 503-509.
  • Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014, February 10). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/a0035832.
  • Sturman, E. D., & Zappala-Piemme, K. (2017). Development of the grit scale for children and adults and its relation to student efficacy, test anxiety, and academic performance. Learning and Individual Differences, 59, 1-10.
  • Urdan, T. & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn?. Educational Psychology Review, 13(2), 115-1138.
  • Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293-311.
  • Zarrin, S.A., Gracia, E., & Paixão, M.P. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory and Practice, 20(3), 34-43.

The Mediator Role of Academic Grit in The Relationship Between Academic Procrastination and Academic Self-Handicapping in Adolescents

Year 2022, Volume: 9 Issue: 4, 762 - 769, 20.12.2022

Mustafa Pamuk

https://doi.org/10.33200/ijcer.1091334

Abstract

The aim of this study is to examine the mediating role of academic grit in the relationship between academic procrastination and academic self-handicapping behaviors of adolescents. In this context, academy procrastination scale, academic grit scale and academic self-handicapping scale were applied to 512 high school students in Eskişehir. The correlational predictive model, one of the relational models, was used in the study. In the study, it was found that academic procrastination was positively correlated with academic self-handicapping and negatively correlated with academic perseverance. According to the other result obtained from the research, it was found that academic grit had a mediating role in the significant relationship between academic procrastination behaviors and academic self-handicapping behaviors. The findings and results were discussed in the light of the relevant literature and suggestions for future studies were presented.

Keywords

Academic procrastination Academic self-handicapping Academic grit Adolescents.

References

  • Abood, M. H., Gazo, A. M., ALharbi, B. H., & Mhaidat, F. A. (2019). The relationship between academic procrastination and personality traits according to the big five personality factors model among students of university. Dirasat: Educational Sciences, 46(1), (Supplement 2),784-793.
  • Akar, H., Çelik, O. T. &Karataş, A. (2019). Akademik kontrol odağı ve başarı amaç yöneliminin kendini sabotajı yordama düzeyinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 8(3), 1840-1859
  • Akbay, S., & Gizir, C. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Akça, F. (2012). An investigation into the self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success. Journal of Education and Learning, 1(2), 288-297. http://dx.doi.org/10.5539/jel.v1n2p288.
  • Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519-535.
  • Anlı, G., Taş, İ., Güneş, Z., Yazgı, Z., & Sevinç, H. (2018). Akademik Kendini Engelleme Ölçeği’ni Türkçeye uyarlama çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8 (15), 1198-1217. DOI: 10.26466/opus.442691.
  • Arkin, R. M., & Baumgardner, A. H. (1985). Self-handicapping. In J. H. Harvey & G. Weary (Eds.), Attribution: Basic issues and applications (pp. 169–202). New York, NY: Academic Press.
  • Attia, N. M., & Abdelwahid, A. E. (2020). Grit, Self-regulation and self-efficacy as predictors of academic procrastination among nursing students. Amarjeet Kaur Sandhu, 12(1), 130-142.
  • Aydoğan, D., & Özbay, Y. (2012). Akademik erteleme davranışının benlik saygısı, durumluluk kaygı, öz-yeterlilik açısından açıklanabilirliğinin incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 2(3), 1-10.
  • Azarbadkan, F., & Ebrahimabad, M. J. A. (2018). The Prediction of academic procrastination on self-handicapping and academic expectations stress. The Journal of New Thoughts on Education, 14(3), 99-116.
  • Balkıs, M., & Duru, E. (2010). Akademik erteleme eğilimi, akademik başarı ilişkisinde genel ve performans benlik saygısının rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 159-170.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2006). Üniversite ögrencilerinde akademik erteleme eğiliminin çeşitli değişkenler açısından incelenmesi. Ege Eğitim Dergisi, (7) 2: 57–73
  • Barutçu-Yıldırım, F., & Demir, A. (2020). Self-handicapping among university students: The role of procrastination, test anxiety, self-esteem, and self-compassion. Psychological reports, 123(3), 825-843.
  • Batool, S.S. (2020) Academic achievement: Interplay of positive parenting, self‐esteem, and academic procrastination, Australian Journal of Psychology, 72:2, 174-187, DOI: 10.1111/ajpy.12280.
  • Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of social behavior and personality, 15(5), 1-13.
  • Bozgün, K., & Başgül, M. (2018). Akademik azim ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Akademik Sosyal Araştırmalar Dergisi, 6(85), 435-445.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı (11. Basım). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, S., Kılıç Çakmak, E., Akgün, O.E., Karadeniz, S., & Demirel, F. (2012). Bilimsel Araştırma Yöntemleri (7. Baskı). Ankara: Pegem Akademi.
  • Clark, K. N., Dorio, N. B., Eldridge, M. A., Malecki, C. K., & Demaray, M. K. (2020). Adolescent academic achievement: A model of social support and grit. Psychology in the Schools, 57(2), 204-221.
  • Clark, K. N., & Malecki, C. K. (2019). Academic grit scale: Psychometric properties and associations with achievement and life satisfaction. Journal of school psychology, 72, 49-66.
  • Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Çelik, İ., & Sarıçam, H. (2018). The relationships between academic locus of control, positive thinking skills and grit in high school students. Universal Journal of Educational Research, 6(3), 392-398.
  • Çelikkaleli, Ö., & Akbay, S. E. (2013). Üniversite öğrencilerinin akademik erteleme davranişi, genel yetkinlik inanci ve sorumluluklarinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 237-254.
  • Demir, Y. (2017). Ergenlerde internet bağımlılığı, akademik güdülenme, akademik erteleme ve okula bağlanma arasındaki ilişkiler (Yayımlanmamş Doktora Tezi). İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
  • Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current directions in psychological science, 23(5), 319-325.
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.
  • Eisenbeck, N., Carreno, D. F., & Uclés-Juárez, R. (2019). From psychological distress to academic procrastination: Exploring the role of psychological inflexibility. Journal of Contextual Behavioral Science, 13, 103-108.
  • Field, A. (2005). Discovering statistics using SPSS. Thousand Oaks, CA, US
  • George, D., ve Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
  • Gitter, S. A. (2008). Grit, self-control and the fear of failure. Unpublished Master's Thesis. Florida State University
  • Güneş, A., & Korkut-Owen, F. (2021). Anadolu lisesi öğrencilerinin mesleki kararsızlıklarının akademik erteleme ve çeşitli değişkenler açısından incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (51), 499-529.
  • Hayes, Andrew F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (Second Edition). New York: The Guilford Press.
  • Jeong, G. C. (2020). Influence of health promoting lifestyle on academic procrastination in college students: mediating effect of grit moderated by gender. The Journal of the Korea Contents Association, 20(12), 611-622.
  • Jia, J., Wang, L. L., Xu, J. B., Lin, X. H., Zhang, B., & Jiang, Q. (2021). Self-Handicapping in Chinese medical students during the covıd-19 pandemic: the role of academic anxiety, procrastination and hardiness. Frontiers in psychology, 12, 741821. https://doi.org/10.3389/fpsyg.2021.741821.
  • Jin H, Wang W and Lan X (2019) Peer attachment and academic procrastination in chinese college students: a moderated mediation model of future time perspective and grit. Front. Psychol. 10:2645. doi: 10.3389/fpsyg.2019.02645
  • Lee, J. S., & Kim, J. M. (2016). The Effect of adolescents' perception of parental overprotection, goal-seeking orientation and self-handicapping on their academic procrastination. Journal of Korean Home Management Association, 34(6), 1-14.
  • Lee, W. W. S. (2017). Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students. Journal of adolescence, 60, 148-152.
  • Odacı, H., & Kaya, F. (2019). Mükemmeliyetçilik ve umutsuzluğun akademik erteleme davranışı üzerindeki rolü: Üniversite öğrencileri üzerinde bir araştırma. Yükseköğretim ve Bilim Dergisi, 9 (1), 43-51.
  • Prohaska, V., Morrill, P., Atiles, I., & Perez, A. (2000). Academic procrastination by nontraditional students. Journal of Social Behavior and Personality, 15(5), 125-134.
  • Raoof, K., Ashkzari, M.K., & Naghsh, Z. (2019). Relationship between perfectionism and academic procrastination: the mediating role of academic self-efficacy, self-esteem and academic self-handicapping. The Journal of New Thoughts on Education, 15(1), 207-236.
  • Sağkal, A. S., Soylu, Y., Pamukçu, B., & Özdemir, Y. (2020). Akademik azim ölçeği’nin (aaö) Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (56), 326-344.
  • Saracaloglu, A.S., Dinçer, B., & Saygı-Gerçeker, C. (2018). The Relationship between music teacher candidates' academic and general procrastination tendencies and test anxiety. Journal of Education and Training Studies, 6(9), 174-183.
  • Sarıkaya-Aydın, K. S., & Koçak, S. (2016). Üniversite öğrencilerinin zaman yönetimi becerileri ile akademik erteleme düzeylerinin incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(3), 17-38.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The journal of social psychology, 135(5), 607-619.
  • Solomon, L. J. & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive behavioral correlates. Journal of counseling psychology, 31 (4), 503-509.
  • Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014, February 10). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/a0035832.
  • Sturman, E. D., & Zappala-Piemme, K. (2017). Development of the grit scale for children and adults and its relation to student efficacy, test anxiety, and academic performance. Learning and Individual Differences, 59, 1-10.
  • Urdan, T. & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn?. Educational Psychology Review, 13(2), 115-1138.
  • Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293-311.
  • Zarrin, S.A., Gracia, E., & Paixão, M.P. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory and Practice, 20(3), 34-43.
There are 51 citations in total.

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Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Mustafa Pamuk 0000-0001-8367-4382

Publication Date December 20, 2022
Published in Issue Year 2022 Volume: 9 Issue: 4

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APA Pamuk, M. (2022). The Mediator Role of Academic Grit in The Relationship Between Academic Procrastination and Academic Self-Handicapping in Adolescents. International Journal of Contemporary Educational Research, 9(4), 762-769. https://doi.org/10.33200/ijcer.1091334
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