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The Analysis of Relationships among Person-Environment Fit, Academic Satisfaction, Procrastination and Academic Achievement

Yıl 2016, Cilt: 39 Sayı: 39, 119 - 129, 01.01.2016

Murat Balkıs Erdinç Duru

Öz

The main purpose of this study was to examine direct and indirect relationships among
person-environment fit, academic satisfaction, procrastination and academic
achievement. The sample consisted of 338 undergraduate students who enrolled
summer course in Faculty of Education in Pamukkale University. Participants’ age ranged 19 and 27. Academic Fit
Scale, Aitken Procrastination Inventory, Academic Satisfaction Scale and
Personal Information Sheet were used to gather data. Results noticed that
procrastination was negatively related to academic fit, academic satisfaction
and academic achievement. The structural equation model analyses showed that
academic satisfaction had full mediation role in relation academic fit,
procrastination and academic achievement. Implication of these finding was
discussed in terms of educators and psychological counselors.

Anahtar Kelimeler

Person-environment fit academic fit academic satisfaction procrastination and academic achievement

Kaynakça

  • Ackerman, D., ve Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27(5), 5-13.
  • Aitken, M. E. (1982). A personality profile of the college student procrastinator. University of Pittsburgh: ProQuest Dissertations and Theses. 21 Ocak 2012’ de from http://search.proquest. com/docview/303242158?accountid=11054 adresinden alınmıştır.
  • Arbuckle J. (2006). Amos 7.0 User’s Guide. Amos Development Corporation: Spring House, PA.
  • Balkıs, M. (2006). Öğretmen adaylarının davranışlarındaki erteleme eğilimlerinin düşünme ve karar verme tarzları ile ilişkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü. İzmir.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal Cognitive and Behavioral Psychotherapies, 13(1), 57-74.
  • Balkıs, M., Duru, E., ve Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/ irrational beliefs, time preferences to study for exams and academic achievement: A structural model. European Journal of Psychology of Education, 28(3) 825-839.
  • Benoit, M. (2007). Religious beliefs about ministerial and non-ministerial work as moderator of the relationship between person-environment fit and college major satisfaction. (Electronic Thesis or Dissertation). 25 Kasım 2014’ de https://etd.ohiolink.edu/ adresinden alınmıştır.
  • Borden, V. M. H. (1995). Segmenting student markets with a student satisfaction and priorities survey. Research in Higher Education, 36(1): 73-88.
  • Chambel, M. J., ve Curral, L. (2005) . Stress in academic life: Work characteristics as predictors of student well-being and performance. Applied Psychology: An International Review, 54, 135 –147.
  • Feldman, K. A., Smart, J. C., ve Ethington, C. A. (1999). Major field and person–environment fit: Using Holland’s theory to study change and stability of college students. Journal of Higher Education, 70, 642–669.
  • Ferrari, J.R., Johnson, J.L., ve. McCown, W.G. (1995) Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum Press.
  • Fritzsche, B. A., Young, B. R., ve Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Personality and Individual Differences, 35, 1549-1557.
  • Gilbreath, B., Kim, T.-Y., ve Nichols, B. (2011). Person-environment fit and its effects on university students: A response surface methodology study. Research in Higher Education 52, 47 - 62.
  • Grecco, P. R. (1984). A cognitive-behavioral assessment of problematic academic procrastination: development of a procrastination self- statement inventory. (Yayımlanmamış Doktora Tezi) , California School of Professional Psychology – Fresno.11 Kasım 2014’de http://search.proquest.com/index adresinden alınmıştır.
  • Jackson, T., Weiss, E.K., Lundquist, J.L., ve Hooper, D. (2001). The impact of hope, procrastination and social activity on academic performance of Midwestern College Students. Education, 124(2), 310-320.
  • Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3): 373-391.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford.
  • Kristof, A. L. (1996). Person–organization fit: An integrative review of its conceptualization, measurement, and implications. Personnel Psychology, 49, 1–49.
  • Milgram, N., Marshevsky, S., ve Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. Journal of Psychology, 129, 145-155
  • Pawlowska, D.H. (2011). Student personality, classroom environment, and student outcomes: A person-environment fit analysis. (Yayınlanmamış Yüksek Lisans Tezi). Appalachian State University. Boone, NC. 11 Kasım 2014’de http://libres.uncg.edu/ir/asu/listing.aspx?id=8019 adresinden alınmıştır.
  • Pervin, L. A. (1968). Performance and satisfaction as a function of individual-environment fit. Psychol. Bull. 69:56-68, 1968.
  • Porter, S.R., ve Umbach, P.D. (2006). College major choice: An analysis of person-environment fit. Research in Higher Education, 47, 429-449.
  • Puccio, G. J., Talbot, R., ve Joniak, A. J. (1993). Person-environment fit: Using commensurate scales to predict student stress. British Journal of Educational Psychology, 63, 457-468.
  • Rabin, L. A., Fogel, J., ve Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344–357.
  • Samdal, O., Wold, B., ve Bronis, M. (1999). Relationship between students’ ́ perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 10, 296-320.
  • Sarid, M., ve Peled, Y. (2010). The effect of procrastination on multi-drafting in a web based learning content management environment. Interdisciplinary Journal of E-Learning Objects, 6, 345-354.
  • Sirois, F.M., ve Tosti. (2012). Lost in moment? An investigation of procrastination, mindfulness, and well-being. Journal of Rational-Emotive ve Cognitive-Behavior Therapy, 30 (4), 237-248.
  • Schmitt, N., Oswald, F. L., Friede, A., Imus, A. ve Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72, 317-335.
  • Stead, R., Shanahan, M. J., ve Neufeld, R. W. J. (2010). "I'll go to therapy, eventually": Procrastination, stress and mental health. Personality and Individual Differences, 49(3), 175-180.
  • Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differences, 48, 926-934.
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
  • Tessema, M., Ready, K., ve Yu, W. (2012). Factors affecting college students' satisfaction with major curriculum: Evidence from nine years of data. International Journal of Humanities and Social Science, 2(2), 34-44
  • Westerman, J. W., Nowicki, M. D. ve Plante, D. (2002). Fit in the classroom: predictors of student performance and satisfaction in management education. Journal of Management Education, 26, 1, p. 5-18.
  • Wigfield, A., Eccles, J.S., & Pintrich, P.R. (1996). Development between the ages of 11 and 25. In D.C. Berliner & R.C. Calfee (Eds.). Handbook of educational psychology (pp. 148-185). New York: Simon & Schuster/Macmillan.
  • Wigfield A, Eccles J. 1992. The development of achievement task values: a theoretical analysis. Developmental Review, 12:265–310.

Birey-Çevre Uyumu, Erteleme Eğilimi, Akademik Doyum ve Akademik Başarı Arasındaki İlişkilerin Analizi

Yıl 2016, Cilt: 39 Sayı: 39, 119 - 129, 01.01.2016

Murat Balkıs Erdinç Duru

Öz

Bu çalışmanın amacı; birey-çevre uyumu,
erteleme eğilimi, akademik doyum ve akademik başarı arasındaki doğrudan ve
dolaylı ilişkileri incelemektir. Çalışmaya Pamukkale
Üniversitesi, Eğitim Fakültesi’nin Yaz dönemi derslerine kayıt yaptıran, farklı
bölümlerde öğrenim gören, yaşları 19 ile 27 arasında değişen, toplam 338
öğrenci katılmıştır. Çalışmada veri toplamak amacıyla kişisel bilgi formuyla
birlikte, Aitken Erteleme Eğilimi Ölçeği, Akademik Uyum Ölçeği ve Akademik
Doyum Ölçeği kullanılmıştır. Analiz sonuçları erteleme eğilimi, akademik uyum,
akademik doyum ve akademik başarı arasında negatif yönde anlamlı ilişkiler
olduğunu göstermiştir. Yapısal eşitlik modeli analizleri, akademik doyumun;
akademik uyum, erteleme eğilimi ve akademik başarı ilişkisinde tam aracılık
rolü üstlendiğini göstermiştir. Bulgular eğitimciler ve psikolojik danışmanlar
açısından ele alınıp tartışılmıştır. 

Anahtar Kelimeler

Birey-çevre uyumu akademik uyum akademik doyum erteleme ve akademik başarı

Kaynakça

  • Ackerman, D., ve Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27(5), 5-13.
  • Aitken, M. E. (1982). A personality profile of the college student procrastinator. University of Pittsburgh: ProQuest Dissertations and Theses. 21 Ocak 2012’ de from http://search.proquest. com/docview/303242158?accountid=11054 adresinden alınmıştır.
  • Arbuckle J. (2006). Amos 7.0 User’s Guide. Amos Development Corporation: Spring House, PA.
  • Balkıs, M. (2006). Öğretmen adaylarının davranışlarındaki erteleme eğilimlerinin düşünme ve karar verme tarzları ile ilişkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü. İzmir.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal Cognitive and Behavioral Psychotherapies, 13(1), 57-74.
  • Balkıs, M., Duru, E., ve Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/ irrational beliefs, time preferences to study for exams and academic achievement: A structural model. European Journal of Psychology of Education, 28(3) 825-839.
  • Benoit, M. (2007). Religious beliefs about ministerial and non-ministerial work as moderator of the relationship between person-environment fit and college major satisfaction. (Electronic Thesis or Dissertation). 25 Kasım 2014’ de https://etd.ohiolink.edu/ adresinden alınmıştır.
  • Borden, V. M. H. (1995). Segmenting student markets with a student satisfaction and priorities survey. Research in Higher Education, 36(1): 73-88.
  • Chambel, M. J., ve Curral, L. (2005) . Stress in academic life: Work characteristics as predictors of student well-being and performance. Applied Psychology: An International Review, 54, 135 –147.
  • Feldman, K. A., Smart, J. C., ve Ethington, C. A. (1999). Major field and person–environment fit: Using Holland’s theory to study change and stability of college students. Journal of Higher Education, 70, 642–669.
  • Ferrari, J.R., Johnson, J.L., ve. McCown, W.G. (1995) Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum Press.
  • Fritzsche, B. A., Young, B. R., ve Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Personality and Individual Differences, 35, 1549-1557.
  • Gilbreath, B., Kim, T.-Y., ve Nichols, B. (2011). Person-environment fit and its effects on university students: A response surface methodology study. Research in Higher Education 52, 47 - 62.
  • Grecco, P. R. (1984). A cognitive-behavioral assessment of problematic academic procrastination: development of a procrastination self- statement inventory. (Yayımlanmamış Doktora Tezi) , California School of Professional Psychology – Fresno.11 Kasım 2014’de http://search.proquest.com/index adresinden alınmıştır.
  • Jackson, T., Weiss, E.K., Lundquist, J.L., ve Hooper, D. (2001). The impact of hope, procrastination and social activity on academic performance of Midwestern College Students. Education, 124(2), 310-320.
  • Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3): 373-391.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford.
  • Kristof, A. L. (1996). Person–organization fit: An integrative review of its conceptualization, measurement, and implications. Personnel Psychology, 49, 1–49.
  • Milgram, N., Marshevsky, S., ve Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. Journal of Psychology, 129, 145-155
  • Pawlowska, D.H. (2011). Student personality, classroom environment, and student outcomes: A person-environment fit analysis. (Yayınlanmamış Yüksek Lisans Tezi). Appalachian State University. Boone, NC. 11 Kasım 2014’de http://libres.uncg.edu/ir/asu/listing.aspx?id=8019 adresinden alınmıştır.
  • Pervin, L. A. (1968). Performance and satisfaction as a function of individual-environment fit. Psychol. Bull. 69:56-68, 1968.
  • Porter, S.R., ve Umbach, P.D. (2006). College major choice: An analysis of person-environment fit. Research in Higher Education, 47, 429-449.
  • Puccio, G. J., Talbot, R., ve Joniak, A. J. (1993). Person-environment fit: Using commensurate scales to predict student stress. British Journal of Educational Psychology, 63, 457-468.
  • Rabin, L. A., Fogel, J., ve Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344–357.
  • Samdal, O., Wold, B., ve Bronis, M. (1999). Relationship between students’ ́ perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 10, 296-320.
  • Sarid, M., ve Peled, Y. (2010). The effect of procrastination on multi-drafting in a web based learning content management environment. Interdisciplinary Journal of E-Learning Objects, 6, 345-354.
  • Sirois, F.M., ve Tosti. (2012). Lost in moment? An investigation of procrastination, mindfulness, and well-being. Journal of Rational-Emotive ve Cognitive-Behavior Therapy, 30 (4), 237-248.
  • Schmitt, N., Oswald, F. L., Friede, A., Imus, A. ve Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72, 317-335.
  • Stead, R., Shanahan, M. J., ve Neufeld, R. W. J. (2010). "I'll go to therapy, eventually": Procrastination, stress and mental health. Personality and Individual Differences, 49(3), 175-180.
  • Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differences, 48, 926-934.
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
  • Tessema, M., Ready, K., ve Yu, W. (2012). Factors affecting college students' satisfaction with major curriculum: Evidence from nine years of data. International Journal of Humanities and Social Science, 2(2), 34-44
  • Westerman, J. W., Nowicki, M. D. ve Plante, D. (2002). Fit in the classroom: predictors of student performance and satisfaction in management education. Journal of Management Education, 26, 1, p. 5-18.
  • Wigfield, A., Eccles, J.S., & Pintrich, P.R. (1996). Development between the ages of 11 and 25. In D.C. Berliner & R.C. Calfee (Eds.). Handbook of educational psychology (pp. 148-185). New York: Simon & Schuster/Macmillan.
  • Wigfield A, Eccles J. 1992. The development of achievement task values: a theoretical analysis. Developmental Review, 12:265–310.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Murat Balkıs

Erdinç Duru

Yayımlanma Tarihi 1 Ocak 2016
Gönderilme Tarihi 16 Aralık 2014
Kabul Tarihi 19 Aralık 2015
Yayımlandığı Sayı Yıl 2016 Cilt: 39 Sayı: 39

Kaynak Göster

APA Balkıs, M., & Duru, E. (2016). Birey-Çevre Uyumu, Erteleme Eğilimi, Akademik Doyum ve Akademik Başarı Arasındaki İlişkilerin Analizi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 119-129.

27767https://creativecommons.org/licenses/by-nc-nd/4.0/