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Yıl 2023, Cilt: 10 Sayı: 1, 157 - 170, 31.03.2023

Yıldız Kurtyılmaz Bircan Ergün Başak

https://doi.org/10.33200/ijcer.1181114

Öz

Kaynakça

  • Agnew, R. (1992). Foundation for general strain theory of crime and delinquency. Criminology, 30(1), 47-88. https://doi.org/10.1111/j.1745-9125.1992.tb01093.x
  • Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70(2), 87-107. https://www.jstor.org/stable/2673158
  • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241-252. https://doi.org/10.1080/00220671003728062
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://educational-innovation.sydney.edu.au/news/pdfs/Bandura%201993.pdf
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman & Co.
  • Bandura, A. (2001). Social cognitive theory: An agentic Perspective. Annual Review of Psychology, 52 (1), 1–26. https://doi.org/10.1111/1467-839X.00024
  • Bandura, A., & Walters, R. H. (1963). Social learning and personality development. Holt Rinehart & Winston.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222. https://doi.org/10.2307/1131888
  • Barrington, B. L., & Hendricks, B. (1989). Differentiating characteristics of high school graduates, dropouts, and nongraduates. The Journal of Educational Research, 82(6), 309–319. https://doi.org/10.1080/00220671.1989.10885913
  • Bassi, M., Steca, P., Fave, A. D., & Caprara, G. V. (2007). Academic Self-Efficacy Beliefs and Quality of Experience in Learning. Journal of Youth and Adolescent, 36(3), 301-312. https://doi.org/10.1007/s10964-006-9069-y
  • Berktold, J., Geis, S., & Kaufman, P. (1998). Subsequent educational attainment of high school dropouts (Report No. NCES 98–085). US Department of Education. Washington, DC: National Center for Education Statistics. https://files.eric.ed.gov/fulltext/ED419900.pdf
  • Bridgeland, J. M., Dilulio Jr, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Civic Enterprises. https://files.eric.ed.gov/fulltext/ED513444.pdf
  • Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Development, 60(6), 1437-1452. https://doi.org/10.2307/1130933
  • Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534. https://doi.org/10.1037/0022-0663.100.3.525
  • Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13(1), 36-39. https://doi.org/10.1111/j.0963-7214.2004.01301010.x
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
  • Çelikkaleli, Ö., & Gündüz, B. (2010). Ergenlerde problem çözme becerileri ve yetkinlik inançları [Problem solving and self-efficacy beliefs on adolescence]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 361-377. https://dergipark.org.tr/en/download/article-file/50608
  • Çelikkaleli, Ö., Gündoğdu. M., & Kıran-Esen, B. (2006). Ergenlerde Yetkinlik Beklentisi Ölçeği: Türkçe uyarlamasının geçerlik ve güvenirlik çalışması [Questionnaire for measuring self-efficacy in youths: Validity and reliability study of Turkish form]. Eurasian Journal of Educational Research, 25, 62–72. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=e59bc32f-46e3-4b0d-a864-f343726fa18c%40redis
  • Çetin, H. B. (2019). Lise öğrencilerinde okul terki riskinin okul iklimi ve yapısal özellikler kuramı açısından incelenmesi [Examination of school dropout risk in high school students in terms of school climate and structural characteristics theory] [Unpublished master’s thesis]. Muğla Sıtkı Koçman University
  • de Ridder, D. T., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), 76-99. https://doi.org/10.1177/1088868311418749
  • Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4(3), 243–257. https://doi.org/10.1080/09720073.2015.11891759
  • Dozois, D. J., Martin, R. A., & Bieling, P. J. (2009). Early maladaptive schemas and adaptive/maladaptive styles of humor. Cognitive Therapy and Research, 33(6), 585-596. https://doi.org/10.1007/s10608-008-9223-9
  • Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373–399. https://doi.org/10.1146/annurev-psych-010418-103230
  • Field, A. (2009). Discovering statistics using SPSS: And sex and drugs and rock ‘n’ roll (3rd ed.). Sage Publications.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. https://www.jstor.org/stable/1170412
  • Flammer, A. (1995). Developmental analysis of control beliefs. In A. Bandura. (Ed.), Self-efficacy in Changing Societies. (pp. 69-113). Cambridge University Press. https://doi.org/10.1017/CBO9780511527692
  • Gençtanırım-Kuru, D. (2010). Ergenlerde riskli davranışların yordanması [Prediction of risk behaviours among adolescents] [Unpublished doctoral dissertation]. Hacettepe University.
  • Hagger, M., Wood, C., Stiff, C., & Chatzisarantis, N. L. (2010). Ego depletion and the strength model of self-control: A meta-analysis. Psychological Bulletin, 136(4), 495–525. https://doi.org/10.1037/a0019486
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  • Huntjens, R. J. C., Rijkeboer, M. M., Krakau, A., & de Jong, P. J. (2014). Implicit versus explicit measures of self-concept of self-control and their differential predictive power for spontaneous trait-relevant behaviors. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 1-7. https://doi.org/10.1016/j.jbtep.2013.07.001
  • Hutchinson, J. C., Sherman, T., Martinovic, N., & Tenenbaum, G. (2008). The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology, 20(4), 457-472. https://doi.org/10.1080/10413200802351151
  • Jarjoura, G. R. (1993). Does dropping out of school enhance delinquent involvement? Results from large-scale national probability sample. Criminology, 31(2), 149-172. https://doi.org/10.1111/j.1745-9125.1993.tb01126.x
  • Jimerson, S., Egeland, B., Sroufe, L. A., & Carlson, B. (2000). A prospective longitudinal study of high school dropouts examining multiple predictors across development. Journal of School Psychology, 38(6), 525-549. https://doi.org/10.1016/S0022-4405(00)00051-0
  • Karaosmanoğlu, A., Soygüt, G., Tuncer, E., Derinöz, Z., & Yeroham, R. (2005). Dance of the schemas: Relations between parenting, schema, overcompensation and avoidance. Proceedings of Schema Therapy Symposium I, 13, p.2006, Greece.
  • Lane, J., Lane, A. M. & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality, 32(3), 247-256. https://doi.org/10.2224/sbp.2004.32.3.247
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Mediating Role of Academic Self-Efficacy Between Insufficient Self-Control and School Dropout

Yıl 2023, Cilt: 10 Sayı: 1, 157 - 170, 31.03.2023

Yıldız Kurtyılmaz Bircan Ergün Başak

https://doi.org/10.33200/ijcer.1181114

Öz

School dropout is a devastating problem leading to negative consequences for not only individuals but also society. Therefore, numerous preventive measures and interventions have been implemented, but expected outcome have not been obtained despite vigorous efforts. This may indicate that dropout process is complicated and not limited to academic issues only. Therefore, it should be addressed using a more comprehensive approach including personal and more obstinate cognitive structures like schemas. In this study, the relationship between dropout and its possible predictors, insufficient self-control schema and academic self-efficacy was investigated with 365 high school students. Mediation analysis was conducted by means of PROCESS macro. It was found that academic self-efficacy fully mediated the relation between insufficient self-control and dropout, and the indirect effect was also found significant. Findings were discussed in the framework of literature.

Anahtar Kelimeler

School dropout Insufficient self-control Academic self-efficacy

Kaynakça

  • Agnew, R. (1992). Foundation for general strain theory of crime and delinquency. Criminology, 30(1), 47-88. https://doi.org/10.1111/j.1745-9125.1992.tb01093.x
  • Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70(2), 87-107. https://www.jstor.org/stable/2673158
  • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241-252. https://doi.org/10.1080/00220671003728062
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://educational-innovation.sydney.edu.au/news/pdfs/Bandura%201993.pdf
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman & Co.
  • Bandura, A. (2001). Social cognitive theory: An agentic Perspective. Annual Review of Psychology, 52 (1), 1–26. https://doi.org/10.1111/1467-839X.00024
  • Bandura, A., & Walters, R. H. (1963). Social learning and personality development. Holt Rinehart & Winston.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222. https://doi.org/10.2307/1131888
  • Barrington, B. L., & Hendricks, B. (1989). Differentiating characteristics of high school graduates, dropouts, and nongraduates. The Journal of Educational Research, 82(6), 309–319. https://doi.org/10.1080/00220671.1989.10885913
  • Bassi, M., Steca, P., Fave, A. D., & Caprara, G. V. (2007). Academic Self-Efficacy Beliefs and Quality of Experience in Learning. Journal of Youth and Adolescent, 36(3), 301-312. https://doi.org/10.1007/s10964-006-9069-y
  • Berktold, J., Geis, S., & Kaufman, P. (1998). Subsequent educational attainment of high school dropouts (Report No. NCES 98–085). US Department of Education. Washington, DC: National Center for Education Statistics. https://files.eric.ed.gov/fulltext/ED419900.pdf
  • Bridgeland, J. M., Dilulio Jr, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Civic Enterprises. https://files.eric.ed.gov/fulltext/ED513444.pdf
  • Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Development, 60(6), 1437-1452. https://doi.org/10.2307/1130933
  • Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534. https://doi.org/10.1037/0022-0663.100.3.525
  • Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13(1), 36-39. https://doi.org/10.1111/j.0963-7214.2004.01301010.x
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
  • Çelikkaleli, Ö., & Gündüz, B. (2010). Ergenlerde problem çözme becerileri ve yetkinlik inançları [Problem solving and self-efficacy beliefs on adolescence]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 361-377. https://dergipark.org.tr/en/download/article-file/50608
  • Çelikkaleli, Ö., Gündoğdu. M., & Kıran-Esen, B. (2006). Ergenlerde Yetkinlik Beklentisi Ölçeği: Türkçe uyarlamasının geçerlik ve güvenirlik çalışması [Questionnaire for measuring self-efficacy in youths: Validity and reliability study of Turkish form]. Eurasian Journal of Educational Research, 25, 62–72. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=e59bc32f-46e3-4b0d-a864-f343726fa18c%40redis
  • Çetin, H. B. (2019). Lise öğrencilerinde okul terki riskinin okul iklimi ve yapısal özellikler kuramı açısından incelenmesi [Examination of school dropout risk in high school students in terms of school climate and structural characteristics theory] [Unpublished master’s thesis]. Muğla Sıtkı Koçman University
  • de Ridder, D. T., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), 76-99. https://doi.org/10.1177/1088868311418749
  • Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4(3), 243–257. https://doi.org/10.1080/09720073.2015.11891759
  • Dozois, D. J., Martin, R. A., & Bieling, P. J. (2009). Early maladaptive schemas and adaptive/maladaptive styles of humor. Cognitive Therapy and Research, 33(6), 585-596. https://doi.org/10.1007/s10608-008-9223-9
  • Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373–399. https://doi.org/10.1146/annurev-psych-010418-103230
  • Field, A. (2009). Discovering statistics using SPSS: And sex and drugs and rock ‘n’ roll (3rd ed.). Sage Publications.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. https://www.jstor.org/stable/1170412
  • Flammer, A. (1995). Developmental analysis of control beliefs. In A. Bandura. (Ed.), Self-efficacy in Changing Societies. (pp. 69-113). Cambridge University Press. https://doi.org/10.1017/CBO9780511527692
  • Gençtanırım-Kuru, D. (2010). Ergenlerde riskli davranışların yordanması [Prediction of risk behaviours among adolescents] [Unpublished doctoral dissertation]. Hacettepe University.
  • Hagger, M., Wood, C., Stiff, C., & Chatzisarantis, N. L. (2010). Ego depletion and the strength model of self-control: A meta-analysis. Psychological Bulletin, 136(4), 495–525. https://doi.org/10.1037/a0019486
  • Hayes, A. F. (2019). The PROCESS macro for SPSS and SAS (Version3.3) [Computer software]. http://processmacro.org/index.html
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. The Guilford Press.
  • Huntjens, R. J. C., Rijkeboer, M. M., Krakau, A., & de Jong, P. J. (2014). Implicit versus explicit measures of self-concept of self-control and their differential predictive power for spontaneous trait-relevant behaviors. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 1-7. https://doi.org/10.1016/j.jbtep.2013.07.001
  • Hutchinson, J. C., Sherman, T., Martinovic, N., & Tenenbaum, G. (2008). The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology, 20(4), 457-472. https://doi.org/10.1080/10413200802351151
  • Jarjoura, G. R. (1993). Does dropping out of school enhance delinquent involvement? Results from large-scale national probability sample. Criminology, 31(2), 149-172. https://doi.org/10.1111/j.1745-9125.1993.tb01126.x
  • Jimerson, S., Egeland, B., Sroufe, L. A., & Carlson, B. (2000). A prospective longitudinal study of high school dropouts examining multiple predictors across development. Journal of School Psychology, 38(6), 525-549. https://doi.org/10.1016/S0022-4405(00)00051-0
  • Karaosmanoğlu, A., Soygüt, G., Tuncer, E., Derinöz, Z., & Yeroham, R. (2005). Dance of the schemas: Relations between parenting, schema, overcompensation and avoidance. Proceedings of Schema Therapy Symposium I, 13, p.2006, Greece.
  • Lane, J., Lane, A. M. & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality, 32(3), 247-256. https://doi.org/10.2224/sbp.2004.32.3.247
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327. https://doi.org/10.1080/02796015.2002.12086158
  • Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33(2), 241–253. https://doi.org/10.1037/0012-1649.33.2.241
  • Meece, J. L., & Eccles, J.S. (Eds.). (2010). Handbook of Research on Schools, Schooling and Human Development. ProQuest Ebook Central https://offcampus.anadolu.edu.tr:2364
  • Meichenbaum, D. H., & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77(2), 115–126. https://doi.org/10.1037/h0030773
  • Meichenbaum, D. H., & Goodman, J. (1969). Reflection-impulsivity and verbal control of motor behavior. Child Development, 40, 785-797. https://doi.org/10.1111/j.1467-8624.1969.tb04541.x
  • Menard, S. W. (1995). Applied logistic regression analysis: Quantitative applications in the social sciences. Sage Publications.
  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., Caspi, A., & Heckman, J. J. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
  • Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145-149. https://doi.org/10.1023/A:1010961119608
  • Musci, R. J., Voegtline, K., Raghunathan, R., Ialongo, N. S., & Johnson, S. B. (2021). Differential impact of a universal prevention program on academic self-efficacy: The moderating role of baseline self-control. Prevention Science, 1-10. https://doi.org/10.1007/s11121-021-01315-7
  • Myers, R. H. (1990). Classical and modern regression with applications. Duxbury/ Thomson Learning.
  • Oei, T. P. S., & Baranoff, J. (2007). Young schema questionnaire: Review of psychometric and measurement issues. Australian Journal of Psychology, 59(2), 78–86. https://doi.org/10.1080/00049530601148397.
  • Özer, A., Gençtanırım, D., & Ergene, T. (2011). Türk lise öğrencilerinde okul terkinin yordanması: Aracı ve etkileşim değişkenleri ile bir model testi [Prediction of school dropout among Turkish high school students: A model testing with moderator and mediator variables]. Eğitim ve Bilim, 36(161), 302-317. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1041
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://www.jstor.org/stable/1170653
  • Pittman, R. B. (1991). Social factors, enrollment in vocational/technical courses, and high school dropout rates. The Journal of Educational Research, 84(5), 288-295. https://doi.org/10.1080/00220671.1991.10886029
  • Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93-115. https://doi.org/10.1037/a0022658
  • Prevatt, F., & Kelly, F. D. (2003). Dropping out of school: A review of intervention programs. Journal of School Psychology, 41(5), 377-395. https://doi.org/10.1016/S0022-4405(03)00087-6
  • Rafaeli, E., Bernstein, D. P., & Young, J. (2010). Schema therapy: Distinctive features. Retrieved from https://ebookcentral.proquest.com. Created from Anadolu on 2020-03-18 07:37:58.
  • Rocchino, G. H., Dever, B. V., Telesford, A., & Fletcher, K. (2017). Internalizing and externalizing in adolescence: The roles of academic self-efficacy and gender. Psychology in the School, 54(9), 905-917. https://doi.org/10.1002/pits.22045
  • Rotermund, S. (2007). Why students dropout of high school: Comparisons from three national surveys (Statistical Brief No. 2). California Dropout Research Project, Linguistic Minority Research Institute. http://cdrpsb.org/statisticalbrief-2.pdf
  • Rumberger, R. W. (1987). High school dropouts: A review of issues and evidence. Review of Educational Research, 57(2), 101-121. https://doi.org/10.3102/00346543057002101
  • Rumberger, R. W. (2001, January 13). Why Students Drop Out of School and What Can be Done. [Paper presentation]. Dropouts in America: How Severe is the Problem? What Do We Know about Intervention and Prevention? Conference, Cambridge, MA, USA. https://escholarship.org/uc/item/58p2c3wp
  • Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107(1), 1-35. https://doi.org/10.1086/444201
  • Rumberger, R., & Lim, S. A. (2008). Why students drop out of school? A review of 25 years of research (Report No. 15). California Dropout Research Project. https://www.issuelab.org/resources/11658/11658.pdf
  • Sarıtaş, D. (2007). The effects of maternal acceptance-rejection on psychological distress of adolescents: The mediator roles of early maladaptive schemas [Unpublished master’s thesis]. Middle East Technical University
  • Schmidt, N. B., Joiner, T. E., Young, J. E., & Telch, M. J. (1995). The schema questionnaire: Investigation of psychometric properties and the hierarchical structure of a measure of maladaptive schemas. Cognitive Therapy and Research, 19(3), 295-321. https://doi.org/10.1007/BF02230402
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. https://doi.org/10.1023/A:1003044231033
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. https://doi.org/10.1080/00461520.1991.9653133
  • Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219–235). Springer Science Business Media. https://doi.org/10.1007/978-1-4614-2018-7_10
  • Schunk, H. D. & Pajares, F. (2002). The Development of Academic Self-Efficacy. Editor(s): Allan Wigfield, Jacquelynne S. Eccles, In Educational Psychology, Development of Achievement Motivation, (Pages 15-31). Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6.
  • Schweitzer, J. B., & Sulzer‐Azaroff, B. (1988). Self‐control: Teaching tolerance for delay in impulsive children. Journal of the Experimental Analysis of Behavior, 50(2), 173-186. https://doi.org/10.1901/jeab.1988.50-173
  • Sylva, K. (1994). School influences on children's development. Journal of Child Psychology and Psychiatry, 35(1), 135-170. https://doi.org/10.1111/j.1469-7610.1994.tb01135.x
  • Teo, A., Carlson, E., Mathieu, P. J., Egeland, B., & Sroufe, L. A. (1996). A prospective longitudinal study of psychosocial predictors of achievement. Journal of School Psychology, 34(3), 285-306. https://doi.org/10.1016/0022-4405(96)00016-7
  • Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161. https://doi.org/10.1037/0022-3514.72.5.1161
  • Vitaro, F., Brendgen, M., & Tremblay, R. E. (1999). Prevention of school dropout through the reduction of disruptive behaviors and school failure in elementary school. Journal of School Psychology, 37(2), 205-226. https://doi.org/10.1016/S0022-4405(99)00006-0
  • Weinberg, S. L., & Abramowitz, S. K. (2002). Data analysis for the behavioral sciences using SPSS. Cambridge University Press.
  • Welburn, K., Coristine, M., Dagg, P., Pontefract, A., & Jordan, S. (2002). The schema questionnaire-short form: Factor analysis and relationship between schemas and symptoms. Cognitive Therapy and Research, 26(4), 519–530. https://doi.org/10.1023/A:1016231902020
  • White, S. W., & Kelly, F. D. (2010). The school counselor’s role in school dropout prevention. Journal of Counseling & Development, 88, 227-235. https://doi.org/10.1002/j.1556-6678.2010.tb00014.x
  • Young, J. E. (1999). Cognitive therapy for personality disorders: A schema-focused approach (3rd ed.). Professional Resource Press.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Articles
Yazarlar

Yıldız Kurtyılmaz 0000-0003-0298-4579

Bircan Ergün Başak 0000-0002-3569-3770

Erken Görünüm Tarihi 31 Mart 2023
Yayımlanma Tarihi 31 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 1

Kaynak Göster

APA Kurtyılmaz, Y., & Ergün Başak, B. (2023). Mediating Role of Academic Self-Efficacy Between Insufficient Self-Control and School Dropout. International Journal of Contemporary Educational Research, 10(1), 157-170. https://doi.org/10.33200/ijcer.1181114
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