Main Content
Session Information
ERG SES H 01, Psychology and Education
Paper Session
Contribution
Academic procrastination which is widely seen in education is defined as delaying or postponing tasks even one is are aware of its risks (Steel, 2007). Previous studies showed that several factors may affect academic procrastination like lower self-efficacy, lower self-esteem, fear of failure, negative attitudes, and etc. (Ferrari, 1994;Tuckman, 1991; Uzun Özer, Demir, & Ferrari, 2009). Therefore, scholars paid attention to this topic by conducting studies to understand the dynamics of it in order to handle with its negative effects. Among these studies, mostly are focused on high school or college aspects (Ocak & Bulut, 2015; Uzun Özer, Saçkes, & Tuckman, 2013). However, academic procrastination is also a widely common problem in graduate education. Although graduate students share some similar reasons for this behavior in baseline, there might be different reasons for them since they are struggling with different life issues such as marriage, having a child, working in a full time job at the same time with their master or PhD educations. However, even individuals highly motivated to attend a graduate program, procrastination behaviors among graduate students are seen in the process (Kahn, 2011). Even, academic procrastination in graduate level sometimes can be resulted with course withdrawals or drop outs from the program which costs too much effort not only for individual but also for the governments in terms of human resources, time, financial issues and, etc. Therefore, this study aimed to focus on the underlying factors affecting academic procrastination among graduate students in Turkey since it is sparse in Turkish literature. Another aim of studying academic procrastination among graduate students is to develop a scale filling the gap both in Turkey and European context. Specifically, contributing scale development in general, generating items in particular is aimed by researchers with this study.
Method
This study is designed as a qualitative study. The participants will be consisted of at least fifty graduate students who are enrolled in master or PhD programs in the field of education. In order to examine factors affecting academic procrastination among graduate students, open-ended questions will be used and semi-structured interviews will be carried with selected students. The open-ended questions will be developed by the researchers in several steps. First, the researchers will develop questions and then, expert opinion step will take place to see the appropriateness of the questions for the study aim. After revising the questions considering the feedbacks of the experts, a pilot study will be conducted with five students. Following this, the revisions will be made and the main data will be collected. All data will be analyzed with qualitative methods by the researchers.
Expected Outcomes
The study is ongoing. After data collection process, data will be analyzed and discussed in the context of education. Besides, findings of the present study will be used as first step of the scale development in the future by the researchers.
References
Ferrari, J. R. (1994). Dysfunctional procrastination and its relation with self-esteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17, 673 - 697. Kahn, Zoeh_Alberta (2011). Procrastination in relation to self-efficacy in graduate students writing a doctoral dissertation. Theses, Dissertations and Projects. 555. Ocak, G., Bulut, R. (2015). Akademik erteleme davranışı ölçeği: Geçerlilik ve güvenirlilik çalışması. International Journal of Social Sciences and Education Research, 1(2), 709-726. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. Tuckman , B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51, 473 - 480. Uzun Özer, B., Saçkes, M., & Tuckman, B.W. (2013). Psychometric properties of the Tuckman procrastination scale in a Turkish sample. Psychological Reports: Measures & Statistics, 113(3), 874-884. Uzun Özer, B., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. Journal of Social Psychology, 149(2), 241-257.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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