An Investigation into the Self-Handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success

Autor/in	Akça, Figen
Titel	An Investigation into the Self-Handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success
Quelle	In: Journal of Education and Learning, 1 (2012) 2, S.288-297 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Undergraduate Students; Student Behavior; Time Management; Locus of Control; Academic Achievement; Correlation; Multiple Regression Analysis; Turkey; Rotter Internal External Locus of Control Scale + Suchen Sie Ihr Suchwort? Ausland; Student behaviour; Schülerverhalten; Zeitmanagement; Schulleistung; Korrelation; Türkei
Abstract	The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the Faculty of Education at Uludag University. The Self-Handicapping Scale (Akin, 2012), Academic Procrastination Scale (Çakici, 2003), and Locus of Control Scale (Dag, 1991) were used as data collection tools. Data was analyzed via Pearson correlation analysis and multi linear regression. As a result of the correlation analyses, a positively significant relationship was determined between self-handicapping, the external locus of control and academic procrastination. As a result of the regression analysis, it was concluded that academic procrastination, the locus of control and academic success predicted self-handicapping in terms of their explanation rates, respectively. Educators and psychological counselors discussed this issue and they made suggestions in line with the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01