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The Power of Constructivist Learning Environment Perceptions of Secondary School Students to Predict Academic Procrastination Behaviors

Yıl 2025, Cilt: 14 Sayı: 1, 83 - 97, 28.03.2025

İbrahim Tuncel , Ali Osman Çavdar

https://doi.org/10.30703/cije.1459459

Öz

This study aims to determine the predictive power of secondary school students' constructivist learning environment perceptions on their academic procrastination behaviors. The research was conducted using the correlational survey model. Data were collected with the "Academic Procrastination Behavior Scale of Secondary School Students" and the "Constructivist Learning Environments Scale." The study's sample group comprises 1505 6th, 7th and 8th grade students selected by stratified sampling. Correlation, simple, and multiple linear regression analyses were performed on the data. As a result of the research, a moderate negative significant relationship was found between both the "irresponsibility and preference" and "environment and feelings" dimensions of the academic procrastination scale and the "learning science" dimension of the constructivist learning environment. It was determined that the dimensions of the constructivist learning environments scale together explained 15% of the total variance of academic procrastination (R=0.388, R2 =0.151, p<0.01), and the learning environment was a significant predictor of academic procrastination behaviors. It was concluded that students' perception of the constructivist learning environment increased, and their academic procrastination behaviors decreased.

Anahtar Kelimeler

Constructivist learning approach constructivist learning environment academic procrastination learning environment procrastination

Kaynakça

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Ortaokul Öğrencilerinin Yapılandırmacı Öğrenme Ortamı Algılarının Akademik Erteleme Davranışlarını Yordama Gücü

Yıl 2025, Cilt: 14 Sayı: 1, 83 - 97, 28.03.2025

İbrahim Tuncel , Ali Osman Çavdar

https://doi.org/10.30703/cije.1459459

Öz

Bu çalışmanın amacı, ortaokul öğrencilerinin yapılandırmacı öğrenme ortamı algılarının, akademik erteleme davranışları üzerindeki yordayıcı gücünü belirlemeyi amaçlamaktadır. Araştırmada ilişkisel tarama modeli kullanılmıştır. “Ortaokul Öğrencilerinin Akademik Erteleme Davranışı Ölçeği” ve “Yapılandırmacı Öğrenme Ortamları Ölçeği” ile veriler toplanmıştır. Araştırmanın örneklem grubunu tabakalı örnekleme yoluyla seçilen 6. 7. ve 8. sınıf toplam 1505 öğrenci oluşturmaktadır. Veriler üzerinde korelasyon, basit ve çoklu doğrusal regresyon analizleri yapılmıştır. Araştırma sonucunda akademik erteleme ölçeğinin hem “sorumsuzluk ve tercih etme” hem de “çevre ve hisler” boyutu ile yapılandırmacı öğrenme ortamının “bilimi öğrenme” boyutu arasında orta düzeyde negatif yönde anlamlı ilişki bulunmuştur. Yapılandırmacı öğrenme ortamları ölçeğinin boyutlarının birlikte, akademik ertelemenin toplam varyansının %15’ini açıkladığı (R=0.388, R2 =0.151, p<0.01) ve öğrenme ortamının akademik erteleme davranışlarının anlamlı bir yordayıcısı olduğu belirlenmiştir. Öğrencilerin yapılandırmacı öğrenme ortamı algı düzeyi arttıkça öğrencilerin akademik erteleme davranışlarının azaldığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

Yapılandırmacı öğrenme yaklaşımı Yapılandırmacı öğrenme ortamı Akademik erteleme

Etik Beyan

Yapılan bu çalışmada bilimsel, etik ve alıntı kurallarına uyulduğu; toplanan veriler üzerinde herhangi bir tahrifatın yapılmadığı, karşılaşılacak tüm etik ihlallerde “Cumhuriyet Uluslararası Eğitim Dergisi ve Editörünün” hiçbir sorumluluğunun olmadığı, tüm sorumluluğun Sorumlu Yazara ait olduğu ve bu çalışmanın herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiş olduğu sorumlu yazar tarafından taahhüt edilmiştir.

Destekleyen Kurum

yok

Kaynakça

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Toplam 100 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğrenme Kuramları
Bölüm Araştırma Makalesi
Yazarlar

İbrahim Tuncel 0000-0002-6533-6352

Ali Osman Çavdar 0009-0004-1374-3855

Yayımlanma Tarihi 28 Mart 2025
Gönderilme Tarihi 26 Mart 2024
Kabul Tarihi 8 Haziran 2024
Yayımlandığı Sayı Yıl 2025Cilt: 14 Sayı: 1

Kaynak Göster

APA Tuncel, İ., & Çavdar, A. O. (2025). The Power of Constructivist Learning Environment Perceptions of Secondary School Students to Predict Academic Procrastination Behaviors. Cumhuriyet Uluslararası Eğitim Dergisi, 14(1), 83-97. https://doi.org/10.30703/cije.1459459
 Kapak Resmi İndir

e-ISSN: 2147-1606

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