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

Autor/in	Akpur, Ugur
Titel	Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement
Quelle	In: Eurasian Journal of Educational Research, (2017) 69, S.221-240 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Models; Time Management; Student Motivation; Anxiety; Academic Achievement; College Students; Learning Motivation; Measures (Individuals); Communication (Thought Transfer); Likert Scales; Second Language Learning; Structural Equation Models; Path Analysis; Goodness of Fit; Foreign Countries; Correlation; Statistical Analysis; Turkey (Istanbul); Academic Motivation Scale; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Analogiemodell; Zeitmanagement; Schulische Motivation; Angst; Schulleistung; Collegestudent; Motivation for studies; Lernmotivation; Messdaten; Communication; thought; Kommunikation; Gedanke; Likert-Skala; Zweitsprachenerwerb; Pfadanalyse; Ausland; Korrelation; Statistische Analyse
Abstract	Purpose: 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 Procrastination Inventory (API) were all applied. Students' grades during the term were considered as the criteria for academic achievement. Data were obtained through Structural Equation Model (SEM). Findings: Within the theoretical background, the proposed model was tested, and after path analysis it was modified and verified by testing through fitness indexes. The values confirmed that the model is compatible and the goodness-of-fitness values are within the limits. Findings reveal that, there is not a significant relationship between anxiety and academic achievement. However, both the relationship between academic procrastination and academic achievement and the relationship between motivation and academic achievement are significant. According to findings, the relationship between academic procrastination and motivation is significant and negative. Considering the findings, the predictive and explanatory relationship pattern between procrastination, motivation anxiety and academic achievement was suggested as a model. Implications for Research and Practice: Procrastination and motivation are significant variables in predicting academic achievement. Future studies could focus on other affective variables that are thought to have relationship to academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01