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Structural Relationships between Academic Motivation, Procrastination and Perfectionism: A Modelling Study

Yıl 2019, Cilt 8, Sayı 1, 95 - 112, 30.03.2019
https://doi.org/10.30703/cije.452633

Öz

The ever-increasing demands for a better and deeper understanding of the nature of learning has urged researchers to examine the factors affecting the learning process. The purpose of this study is to determine whether a model can be formed on the ground of the structural relationship pattern between motivation, procrastination and perfectionism. The participants consisted of 210 students studying at a state university in İstanbul. As data collection tools, Academic Motivation Scale, Frost Multidimensional Perfectionism Scale and Aitken Academic Procrastination Inventory were administered to the study group. Data obtained were analysed using SPSS 21.0 and AMOS 21.0 software program through Structural Equation Modelling. Results have indicated that maladaptive perfectionism, as is the case with procrastination, is affected by intrinsic and extrinsic motivation as well as amotivation. On the other hand, adaptive perfectionism is affected by intrinsic and extrinsic motivation. In the light of the theoretical background, the suggested model was tested and after necessary path analysis, it was revised and the structural relationship pattern among motivation, procrastination and perfectionism was suggested as a model.

Kaynakça

  • Bong, M., Hwang, A., Noh, A., & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational Psychology, 106(3), 711- 729.
  • Balkıs, M. (2006). The relationships between student teachers’ procrastination behaviours and thinking styles and decision making styles. (Doctoral dissertation). Dokuz Eylül University, İzmir.
  • Bayram, N. (2013). Yapısal Eşitlik Modellemesine Giriş: Amos Uygulamaları. Bursa: Ezgi Kitapevi. Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. In J. R. Ferrari & T. A. Pychyl, (Eds.), Procrastination: Current issues and new directions, (Special Issue). Journal of Social Behaviour and Personality, 15(5), 15-34.
  • Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165–172. http://dx.doi.org/10.1016/j.lindif.2014.10.009.
  • Burns, L. R., Dittmann, K., Nguyen, N-L., Mitchelson, J. K. (2000). Academic procrastination, perfectionism, and control: Associations with vigilant and avoidant coping. In J. R. Ferrari & T. A. Pychyl, (Eds.), Procrastination: Current issues and new directions, (Special Issue). Journal of Social Behaviour and Personality, 15(5), 35-46.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
  • Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi, The International Honor Society in Psychology, 19(4), 156-163.
  • Chang, E., Lee, A., Byeon, E., Seong, H., & Lee, S. M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Personality and Individual Differences, 89, 202–210. http://dx.doi.org/10.1016/j.paid.2015.10.010.
  • Çapan, B. E. (2010). Relationship among perfectionism, academic procrastination and life satisfaction of university students. Procedia Social and Behavioural Sciences, 5, 1665–1671. doi:10.1016/j.sbspro.2010.07.342.
  • Çavuşoğlu, C., & Karataş, H. (2015). Academic procrastination of undergraduates: Self-determination theory and academic motivation. Anthropologist, 20(3): 735-743.
  • Çokluk, Ö., Şekercioğlu, G., Şener Büyüköztürk. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Deci, E. & Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185.
  • Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Dişlen, G. (2013). The reasons of lack of motivation from the students’ and teachers’ voices. The Journal of Academic Social Science, 1(1), 35-45.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Einstein, D. A., Lovibond, P. F., & Gaston, J. E. (2000). Relationship between perfectionism and emotional symptoms in an adolescent sample. Australian Journal of Psychology, 52(2), 89-93. doi: 10.1080/00049530008255373
  • Fatimah, O., Lukman, Z. M., Khairudin, R., Wan Shahrazad, W. S., & Halim, F. W. (2011). Procrastination’s relation with fear of failure, competence expectancy and intrinsic motivation. Pertanika J. Soc. Sci. & Hum. 19, 123-127.
  • Ferguson, K. L., & Rodway, M. R. (1994). Cognitive behavioural treatment of perfectionism: Initial evaluation studies. Research on Social Work Practices, 4(3), 283–308.
  • Flett, G. L., Hewitt, P. L., & Martin, T.R. (1995). Dimensions of perfectionism and procrastination. In: Procrastination and task avoidance. The Springer Series in Social Clinical Psychology. Boston: Springer.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468.
  • GhorbanDordinejad, F., & Nasab, A. H. F. (2013). Examination of the relationship between perfectionism and English achievement as mediated by foreign language classroom anxiety. Asia Pacific Educ. Rev. 14, 603-614. doi: 10.1007/s12564-013-9286-5
  • Gnilka, P. B., Ashby, J. S., & Noble, C. M. (2012). Multidimensional perfectionism and anxiety: Differences among individuals with perfectionism and tests of a coping-mediation model. Journal of Counselling & Development, 90, 427-436.
  • Greblo, Z., Barić, R., & Erpič, S. C. (2015). Perfectionistic strivings and perfectionistic concerns in athletes: The role of peer motivational climate. Current Psychology, 33(4). doi:10.1007/s12144-014-9302-x
  • Gustavson, D. E., & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and Individual Differences, 54, 160–172.
  • Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology: A Journal of Human Behaviour, 15(1), 27-33.
  • Harrison, J. (2014). Academic procrastination: The roles of self-efficacy, perfectionism, motivation, performance, age and gender. (Master’s Thesis). Dublin Business School, School of Arts, Dublin.
  • Hewitt, P. L., & Flett, G. L. (1991). Dimensions of perfectionism in unipolar depression. Journal of Abnormal Psychology, 100 (1), 98-101.
  • Jadidi, F., Mohammadkhani, S., & Tajrishi, K. Z. (2011). Perfectionism and academic procrastination. Procedia-Social and Behavioural Sciences, 30, 534-537. doi:10.1016/j.sbspro.2011.10.104.
  • Kağan, M. (2011). Frost çok boyutlu mükemmeliyetçilik ölçeğinin Türkçe formunun psikometrik özellikleri. Anatolian Journal of Psychiatry, 12,192-197.
  • Karataş, H., & Erden, M. (2012). Akademik motivasyon ölçeğinin dilsel eşdeğerlik, geçerlik ve güvenirlik çalışması. e-Journal of World Sciences Academy. 7(4), 983-1003.
  • Kassaee, A.M., & Rowell, G. H. (2016). Motivationally-informed interventions for at-risk STEM students. Journal of STEM Education, 17(3), 77-84.
  • Kauffman, D.F., Soylu, M. Y., & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40, 279-290.
  • Kılıç, S. (2013). Örnekleme Yöntemleri. Journal of Mood Disorders, 3(1):44-46. doi:10.5455/jmood.20130325011730
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931. doi:10.1016/j.cedpsych.2007.07.001.
  • Kline, R. (1998). Software review: Software programs for structural equation modeling: Amos, EQS, and Lisrel. Journal of Psychoeducational Assessment, 16, 343-364.
  • Kok, J. K. (2016). The Relationships between procrastination and motivational aspects of self-regulation. Jurnal Psikologi Malaysia, 30(1), 30-39.
  • Lee, E. (2005). The relationship of motivation and the flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5-15, doi: 10.3200/GNTP.166.1.5-15.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
  • Maehr, M.L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educ. Psychol. Rev. 9(4), 371-409.
  • McCoach, D. B., & Flake, J. K. (2017). The role of motivation. In S. I. Pfeiffer, (Ed.), APA handbook of giftedness and talent. Washington, D.C., APA
  • McInerney, M. D., & Liem, A. D. (2008). Motivation theory and engaged learning, motivation and practice for the classroom. In P. A. Towndrow, C. Koh, & T. H. Soon (Eds.), Motivation and practice for the classroom. Rotterdam/Taipei: Sense Publishers: 154-178.
  • Miquelon, P., Vallerand, R. J., Grouzet, F. M. E., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 31(7), 913-924. doi:10.1177/0146167204272298
  • Neumeister, K. L., Fletcher, K. L., & Burney, V. H. (2015). Perfectionism and achievement motivation in high-ability students: An examination of the 2 × 2 model of perfectionism. Journal for the Education of the Gifted, 38(3), 215-232. doi: 10.1177/0162353215592502.
  • Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.
  • Park, S. W., & Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3 (1), 12-23. doi:10.4236/psych.2012.31003
  • Parker, M. A. & Engel, J. B. (2001). A unified motivation and learning theory model. Education, 103(4), 353-359.
  • Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.
  • Rifai, N. (2010). Attitude, motivation, and difficulties involved in learning the English language and factors that affect motivation in learning it. Procedia Social and Behavioural Sciences, 2, 5216–5227.
  • Ryan, R. & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of- fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135 (5), 607-619.
  • Seo, E. H. (2008). Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination. Social Behavior and Personality: an International Journal, 36(6), 753-764. doi: https://doi.org/10.2224/sbp.2008.36.6.753
  • Slaney, R.B., Rice, K.G., & Ashby, J.S. (2002). A programmatic approach to measuring perfectionism: The almost perfect scales. In G.L. Flett, & P.L. Hewitt (Eds.), Perfectionism: Theory, research, and treatment, Washington, DC: American Psychological Association.
  • Shraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99 (1), 12-25.
  • Slaney, R. B., Rice, K. G., Mobley, M., Trippi, J., & Ashby, J. S. (2002). The revised almost perfect scale. Measurement and Evaluation in Counselling and Development, 34, 130-145. Solomon, J. L., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioural correlates. Journal of Counseling Psychology, 31, 503- 509.
  • Stoeber, J., Feast, A. R., & Hayward, J. A. (2009). Self-oriented and socially prescribed perfectionism: differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences, 47, 423-428.
  • Stoeber, J., & Rambow, A. (2007). Perfectionism in adolescent school students: Relations with motivation, achievement, and well-being. Personality and Individual Differences, 42 1379-1389.
  • Stoeber, J., Otto, K., & Dalbert, C. (2009). Perfectionism and the big five: Conscientiousness predicts longitudinal increases in self-oriented perfectionism. Personality and Individual Differences, 47, 363–368. doi:10.1016/j.paid.2009.04.004.
  • Stoeber, J., & Eismann, U. (2007). Perfectionism in young musicians: Relations with motivation, effort, achievement, and distress. Personality and Individual Differences, 43 (8), 2182-2192.
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Yıl 2019, Cilt 8, Sayı 1, 95 - 112, 30.03.2019
https://doi.org/10.30703/cije.452633

Öz

Kaynakça

  • Bong, M., Hwang, A., Noh, A., & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational Psychology, 106(3), 711- 729.
  • Balkıs, M. (2006). The relationships between student teachers’ procrastination behaviours and thinking styles and decision making styles. (Doctoral dissertation). Dokuz Eylül University, İzmir.
  • Bayram, N. (2013). Yapısal Eşitlik Modellemesine Giriş: Amos Uygulamaları. Bursa: Ezgi Kitapevi. Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. In J. R. Ferrari & T. A. Pychyl, (Eds.), Procrastination: Current issues and new directions, (Special Issue). Journal of Social Behaviour and Personality, 15(5), 15-34.
  • Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165–172. http://dx.doi.org/10.1016/j.lindif.2014.10.009.
  • Burns, L. R., Dittmann, K., Nguyen, N-L., Mitchelson, J. K. (2000). Academic procrastination, perfectionism, and control: Associations with vigilant and avoidant coping. In J. R. Ferrari & T. A. Pychyl, (Eds.), Procrastination: Current issues and new directions, (Special Issue). Journal of Social Behaviour and Personality, 15(5), 35-46.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
  • Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi, The International Honor Society in Psychology, 19(4), 156-163.
  • Chang, E., Lee, A., Byeon, E., Seong, H., & Lee, S. M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Personality and Individual Differences, 89, 202–210. http://dx.doi.org/10.1016/j.paid.2015.10.010.
  • Çapan, B. E. (2010). Relationship among perfectionism, academic procrastination and life satisfaction of university students. Procedia Social and Behavioural Sciences, 5, 1665–1671. doi:10.1016/j.sbspro.2010.07.342.
  • Çavuşoğlu, C., & Karataş, H. (2015). Academic procrastination of undergraduates: Self-determination theory and academic motivation. Anthropologist, 20(3): 735-743.
  • Çokluk, Ö., Şekercioğlu, G., Şener Büyüköztürk. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Deci, E. & Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185.
  • Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Dişlen, G. (2013). The reasons of lack of motivation from the students’ and teachers’ voices. The Journal of Academic Social Science, 1(1), 35-45.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Einstein, D. A., Lovibond, P. F., & Gaston, J. E. (2000). Relationship between perfectionism and emotional symptoms in an adolescent sample. Australian Journal of Psychology, 52(2), 89-93. doi: 10.1080/00049530008255373
  • Fatimah, O., Lukman, Z. M., Khairudin, R., Wan Shahrazad, W. S., & Halim, F. W. (2011). Procrastination’s relation with fear of failure, competence expectancy and intrinsic motivation. Pertanika J. Soc. Sci. & Hum. 19, 123-127.
  • Ferguson, K. L., & Rodway, M. R. (1994). Cognitive behavioural treatment of perfectionism: Initial evaluation studies. Research on Social Work Practices, 4(3), 283–308.
  • Flett, G. L., Hewitt, P. L., & Martin, T.R. (1995). Dimensions of perfectionism and procrastination. In: Procrastination and task avoidance. The Springer Series in Social Clinical Psychology. Boston: Springer.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468.
  • GhorbanDordinejad, F., & Nasab, A. H. F. (2013). Examination of the relationship between perfectionism and English achievement as mediated by foreign language classroom anxiety. Asia Pacific Educ. Rev. 14, 603-614. doi: 10.1007/s12564-013-9286-5
  • Gnilka, P. B., Ashby, J. S., & Noble, C. M. (2012). Multidimensional perfectionism and anxiety: Differences among individuals with perfectionism and tests of a coping-mediation model. Journal of Counselling & Development, 90, 427-436.
  • Greblo, Z., Barić, R., & Erpič, S. C. (2015). Perfectionistic strivings and perfectionistic concerns in athletes: The role of peer motivational climate. Current Psychology, 33(4). doi:10.1007/s12144-014-9302-x
  • Gustavson, D. E., & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and Individual Differences, 54, 160–172.
  • Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology: A Journal of Human Behaviour, 15(1), 27-33.
  • Harrison, J. (2014). Academic procrastination: The roles of self-efficacy, perfectionism, motivation, performance, age and gender. (Master’s Thesis). Dublin Business School, School of Arts, Dublin.
  • Hewitt, P. L., & Flett, G. L. (1991). Dimensions of perfectionism in unipolar depression. Journal of Abnormal Psychology, 100 (1), 98-101.
  • Jadidi, F., Mohammadkhani, S., & Tajrishi, K. Z. (2011). Perfectionism and academic procrastination. Procedia-Social and Behavioural Sciences, 30, 534-537. doi:10.1016/j.sbspro.2011.10.104.
  • Kağan, M. (2011). Frost çok boyutlu mükemmeliyetçilik ölçeğinin Türkçe formunun psikometrik özellikleri. Anatolian Journal of Psychiatry, 12,192-197.
  • Karataş, H., & Erden, M. (2012). Akademik motivasyon ölçeğinin dilsel eşdeğerlik, geçerlik ve güvenirlik çalışması. e-Journal of World Sciences Academy. 7(4), 983-1003.
  • Kassaee, A.M., & Rowell, G. H. (2016). Motivationally-informed interventions for at-risk STEM students. Journal of STEM Education, 17(3), 77-84.
  • Kauffman, D.F., Soylu, M. Y., & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40, 279-290.
  • Kılıç, S. (2013). Örnekleme Yöntemleri. Journal of Mood Disorders, 3(1):44-46. doi:10.5455/jmood.20130325011730
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931. doi:10.1016/j.cedpsych.2007.07.001.
  • Kline, R. (1998). Software review: Software programs for structural equation modeling: Amos, EQS, and Lisrel. Journal of Psychoeducational Assessment, 16, 343-364.
  • Kok, J. K. (2016). The Relationships between procrastination and motivational aspects of self-regulation. Jurnal Psikologi Malaysia, 30(1), 30-39.
  • Lee, E. (2005). The relationship of motivation and the flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5-15, doi: 10.3200/GNTP.166.1.5-15.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
  • Maehr, M.L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educ. Psychol. Rev. 9(4), 371-409.
  • McCoach, D. B., & Flake, J. K. (2017). The role of motivation. In S. I. Pfeiffer, (Ed.), APA handbook of giftedness and talent. Washington, D.C., APA
  • McInerney, M. D., & Liem, A. D. (2008). Motivation theory and engaged learning, motivation and practice for the classroom. In P. A. Towndrow, C. Koh, & T. H. Soon (Eds.), Motivation and practice for the classroom. Rotterdam/Taipei: Sense Publishers: 154-178.
  • Miquelon, P., Vallerand, R. J., Grouzet, F. M. E., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 31(7), 913-924. doi:10.1177/0146167204272298
  • Neumeister, K. L., Fletcher, K. L., & Burney, V. H. (2015). Perfectionism and achievement motivation in high-ability students: An examination of the 2 × 2 model of perfectionism. Journal for the Education of the Gifted, 38(3), 215-232. doi: 10.1177/0162353215592502.
  • Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.
  • Park, S. W., & Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3 (1), 12-23. doi:10.4236/psych.2012.31003
  • Parker, M. A. & Engel, J. B. (2001). A unified motivation and learning theory model. Education, 103(4), 353-359.
  • Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.
  • Rifai, N. (2010). Attitude, motivation, and difficulties involved in learning the English language and factors that affect motivation in learning it. Procedia Social and Behavioural Sciences, 2, 5216–5227.
  • Ryan, R. & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of- fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135 (5), 607-619.
  • Seo, E. H. (2008). Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination. Social Behavior and Personality: an International Journal, 36(6), 753-764. doi: https://doi.org/10.2224/sbp.2008.36.6.753
  • Slaney, R.B., Rice, K.G., & Ashby, J.S. (2002). A programmatic approach to measuring perfectionism: The almost perfect scales. In G.L. Flett, & P.L. Hewitt (Eds.), Perfectionism: Theory, research, and treatment, Washington, DC: American Psychological Association.
  • Shraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99 (1), 12-25.
  • Slaney, R. B., Rice, K. G., Mobley, M., Trippi, J., & Ashby, J. S. (2002). The revised almost perfect scale. Measurement and Evaluation in Counselling and Development, 34, 130-145. Solomon, J. L., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioural correlates. Journal of Counseling Psychology, 31, 503- 509.
  • Stoeber, J., Feast, A. R., & Hayward, J. A. (2009). Self-oriented and socially prescribed perfectionism: differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences, 47, 423-428.
  • Stoeber, J., & Rambow, A. (2007). Perfectionism in adolescent school students: Relations with motivation, achievement, and well-being. Personality and Individual Differences, 42 1379-1389.
  • Stoeber, J., Otto, K., & Dalbert, C. (2009). Perfectionism and the big five: Conscientiousness predicts longitudinal increases in self-oriented perfectionism. Personality and Individual Differences, 47, 363–368. doi:10.1016/j.paid.2009.04.004.
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Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Araştırma Makalesi
Yazarlar

Uğur AKPUR (Sorumlu Yazar)
Yıldız Teknik Üniversitesi
0000-0002-6888-5752
Türkiye


Nihal YURTSEVEN
Bahçeşehir Üniversitesi
0000-0002-1338-4467
Türkiye

Yayımlanma Tarihi 30 Mart 2019
Yayınlandığı Sayı Yıl 2019, Cilt 8, Sayı 1

Kaynak Göster

APA Akpur, U. & Yurtseven, N. (2019). Structural Relationships between Academic Motivation, Procrastination and Perfectionism: A Modelling Study . Cumhuriyet Uluslararası Eğitim Dergisi , 8 (1) , 95-112 . DOI: 10.30703/cije.452633

e-ISSN: 2147-1606

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