Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement

Abstract

The purpose of this study is to determine the predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement of university students. Research Methods: In this study, a causal research design was used. The study group consisted of 211 participants. In order to determine their motivation levels, Academic Motivation Scale (AMS); their anxiety levels, Foreign Language Classroom Anxiety Scale (FLCAS) and their procrastination levels, Aitken

Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students

“…It is noted that the relationship between the need for cognition and trait emotional intelligence was statistically significant whereas the relationship between the need for cognition and academic achievement was not significant. This result supported the earlier findings on the relationship between need for cognition and academic success (Neigel et al, 2017) and contradicted the study findings that there is a significant relationship between students' levels of need for cognition and their academic achievement (Akpur, 2017;Luong et al, 2017;Richardson et al, 2012;von Stumm & Ackerman, 2013). According to Elias and Loomis (2002), the contribution of need for cognition to academic achievement lends credence to the belief that if students enjoy and seek out academic tasks, it should be reflected in their academic performance.…”

“…Concerning previous research studies carried out in the area of need for cognition, it showed a significantly high positive relationship (Akpur, 2017;Elias & Loomis, 2002) , whereas some meta-analyses study results identified weak to moderate (Richardson, Abraham, & Bond, 2012;von Stumm & Ackerman, 2013) relationship between the need for cognition and the academic achievement of students. Parker, Creque, et al (2004) investigated the relationship between emotional intelligence and academic achievement among high school students in Huntsville, Alabama.…”

Üni̇versi̇te Öğrenci̇leri̇ni̇n Gelecek Beklenti̇leri̇ İle Akademi̇k Erteleme Eği̇li̇mleri̇ Üzeri̇ne Bi̇r Araştirma

“…Akademik erteleme eğilimi olan öğrenciler, sınavlara hazırlanmamak, dönem ödevini yapmamak, haftalık okuma ödevlerini yerine getirmemek gibi yaygın ve benzer davranışlar sergilemektedirler (Onwuegbuzie & Jiao, 2000). Ayrıca akademik ertelemenin, sınav kaygısı ve düşük akademik başarı ile ilişkili olduğu belirtilmektedir (Balkıs, 2011;Hen & Goroshit, 2014).…”

İlkokul 4. Sınıf Türkçe Dersinde Artırılmış Gerçeklik Uygulaması: Başarı ve Motivasyona Etkisi

“…Motivasyon öğrenci davranışlarının yönünü, şiddetini ve kararlılığını belirleyen en önemli faktörlerden biridir (Keller ve Kopp, 1987). Literatürde öğrencilerin motive olduklarında başarma çabalarının ve başarı düzeylerinin arttığına ilişkin çalışmalar bulunmaktadır (Akpur, 2017;Eccles, Wigfield ve Schiefele, 1998;Keller, 2010;Kutlu ve Sözbilir, 2011;Merlin, 2003). Dick, Carey ve Carey'ye (2005) göre öğrencilerin motivasyonlarının düşük olması durumunda öğrenmenin istenen düzeyde geçekleşmesi mümkün değildir.…”