Academic Responsibility of University Students According to Gender: The Role of Self-Esteem and Life Satisfaction

Author :  

Year-Number: 2020-Volume 12, Issue 4
Language : English
Konu :
Number of pages: 100-110
Mendeley EndNote Alıntı Yap

Abstract

Bu çalışmanın amacı, cinsiyete göre, benlik saygısı ve yaşam doyumunun üniversite öğrencilerinin akademik sorumluluk davranışlarını ne derecede yordadığını incelemektir. Bu amaç çerçevesinde şu sorulara yanıt aranmaktadır: 1. Üniversitede öğrenim görmekte olan öğrencilerin akademik sorumluluk düzeylerini; benlik saygıları ve yaşam doyumları yordamakta mıdır? 2. Üniversitede öğrenim görmekte olan öğrencilerin benlik saygısı ve yaşam doyumu değişkenlerinin bu öğrencilerin akademik sorumluluk davranışlarını yordama gücü nedir?.3. Üniversitede öğrenim görmekte olan kadın/erkek öğrencilerin akademik sorumluluk düzeylerini; benlik saygısı ve yaşam doyumu değişkenleri yordamakta mıdır? 4. Üniversitede öğrenim görmekte olan kadın/erkek öğrencilerin benlik saygısı ve yaşam doyumu değişkenlerinin bu öğrencilerin akademik sorumluluk davranışlarını yordama gücü nedir?.Araştırmanın örneklemi, Mersin Üniversitesi’nde 2016-2017 eğitim-öğretim döneminde öğrenim görmekte olan 407 (247’i kadın ve 160’ı erkek) lisans öğrencisinden oluşmaktadır. Bu çalışmada “Kişisel Bilgi Formu”, Akbay, Çapri ve Gündüz (2013) tarafından geliştirilen “Akademik Sorumluluk Ölçeği”, Rosenberg (1965) tarafından geliştirilen ve Türkçe’ye uyarlaması Çuhadaroğlu (1986) tarafından yapılan “Rosenberg Benlik Saygısı Ölçeği (Kısa Form)” ile Diener, Emmons, Larsen ve Griffin (1985) tarafından geliştirilen ve Türkçe’ye uyarlaması Köker (1991) tarafından yapılan “Yaşam Doyumu Ölçeği olmak üzere üç ölçme aracı kullanılmıştır. Verilerin analizinde çoklu ve aşamalı regresyon analizi yöntemleri kullanılmıştır. Tüm veriler 0.05 anlamlılık düzeyinde test edilmiştir. Toplam örneklem ve kadın/erkek örneklem grubu için yapılan regresyon analizi sonuçlarına göre, benlik saygısı ve yaşam doyumu üniversite öğrencilerinin akademik sorumluluk davranışlarını anlamlı düzeyde yordadığı görülmektedir. Elde edilen bulgular tartışılarak, gelecek çalışmalara yönelik bir takım önerilerde bulunulmuştur.

Keywords

Abstract

The purpose of this study is to examine the degree at which self-esteem and life satisfaction predict the academic responsibility behavior of university students, with regards to gender. For this purpose, answers to the following questions are sought: 1. Do the self-esteem and life satisfaction of students studying at the university predict their academic responsibility levels? 2. What is the power of the self-esteem and life satisfaction variables of students studying at the university to predict their academic responsibility behavior? 3. Do the self-esteem and life satisfaction of female/male students studying at the university predict their academic responsibility levels? 4. What is the power of the self-esteem and life satisfaction variables of female/male students studying at the university to predict their academic responsibility behavior? The sample of the study consists of 407 (247 female and 160 male) undergraduate students studying at Mersin University in the 2016-2017 academic year. In this study, “Personal Information Form”, and three measuring tools, namely, “Academic Responsibility Scale” developed by Akbay, Çapri and Gündüz (2013), “Rosenberg Self-Esteem Scale (Short Form)" developed by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1986), and "Life Satisfaction Scale” developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Köker (1991), were used. Multiple and stepwise regression analysis methods were used in the analysis of the data. All data were tested at a 0.05 significance level. According to the results of the regression analysis for the total sample and the female/male sample group, self-esteem and life satisfaction significantly predicted the academic responsibility behavior of university students. The findings obtained were discussed and some suggestions were made for future studies.

Keywords


  • Akbay, S., Aktaş, M., & Yalçin İncik, E. (2016). The mediator role of academic motivation and perceived self- regulation in the relationship between academic self-efficacy and academic responsibility in university students. International Conference on Humanities and Cultural Studies, 06-10/11/2016, Prag, Czech Republic.

  • Akbay, S. E., Capri, B., & Gunduz, B. (2013). Development of the academic responsibility scale (ars): a validity and reliability study. International Journal of Academic Research, 5(4), 451–457.

  • Alexander, E., & Onwuegbuzie, A. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301–1310.

  • Binder, K. (2000). The Effect of an Academic Procrastination Treatment on Student Procrastination and Subjective Well-Being. Unpublished Master Thesis, Carleton University, Canada.

  • Blascovich, J., & Tomaka, J. (1991). Measures of self-esteem. in J. P. Robinson, P. R. Shaver, & L. S. Wrightsham (Eds.) Measures of Personality and Social Psychological Attitudes. (pp. 115-160). San Diego. Academic Press.

  • Civitci, N., & Civitci, A. (2009). Self-esteem as mediator and moderator of the relationship between loneliness and life satisfaction in adolescents. Personality and Individual Differences, 47, 954–958.

  • Çapri, B., Gündüz, B., & Akbay, S. E. (2017). Utrecht Work Engagement Scale-Student Forms’ (UWES-SF) adaptation to turkish, validity and reliability studies, and the mediator role of work engagement between academic procrastination and academic responsibility. Educational Sciences: Theory & Practice, 17, 411–435.

  • C ̧elikkaleli, Ö., & Akbay, S. E. (2013). Üniversite o ̈ğrencilerinin akademik erteleme davranışı, genel yetkinlik inancı ve sorumluluklarının incelenmesi [The investigation of university students’ academic procrastination, general self-efficacy belief and responsibility]. Ahi Evran Üniversitesi Kırşehir Eg ̆itim Fakültesi Dergisi, 14(2), 237–254.

  • Derdikman-Eiron, R., Indredavik, M. S., Bratberg, G. H., Taraldsen, G., Bakken, I. J., & Colton, M. (2011). Gender differences in subjective well-being, self-esteem and psychosocial functioning in adolescents symptoms of anxiety and depression: Findings from the Nord- Trøndelag health study. Scandinavian Journal of Psychology, 52, 261–267.

  • Diener, E. Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satifaction with life scale. Journal of Personality Assessment, 49(1), 71-75.

  • Dweck, C. (1986). Motivation processes affecting learning. American Psychologist, 41, 1040–1048.

  • Erkuş, A. (2011). Davranış Bilimleri için Bilimsel Araştırma Süreci, 3.baskı, Ankara: Seçkin Yayıncılık.

  • Gilman, R., & Huebner, S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence, 35, 311–319.

  • Goldbeck, L., Schmitz, T. G., Besier, T., Herschbach, P., & Henrich, G. (2007). Life satisfaction decreases during adolescence. Quality of Life Research, 16, 969–979.

  • Marecek, J., & Mettee, D. R. (1972). Avoidance of continued success as a function of self-esteem, level of self- esteem certainty, and responsibility for success. Journal of Personality and Social Psychology, 22, 98-107.

  • McKnight, D. H., Choudhury, V. & Kacmar, C. (2002). Developing and validating trust measures for ecommerce: an integrative typology. Information Systems Research, 13(3), 334-359.

  • Moksnes, U. K., & Espnes, G. A. (2013). Self-esteem and life satisfaction in adolescents—gender and age as potential moderators. Quality of Life Research, 22(10), 2921-2928.

  • Moksnes, U. K., Løhre, A., & Espnes, G. A. (2012). The association between sense of coherence and life satisfaction in adolescents. Quality of Life Research, 22, 1331-1338.

  • Moksnes, U. K., Moljord, I. E. O., Espnes, G. A., & Byrne, D. G. (2010). The association between stress and emotional states in adolescents: The role of gender and self-esteem. Personality and Individual Differences. 49, 430–435.

  • Pavot, W., & Diener, E. (1993). Review of the satisfaction with life scale. Psychological Assessment, 5, 164–172.

  • Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10, 583–630.

  • Rama-Maceiras, P., Parente, S., & Kranke, P. (2012). Job satisfaction, stress and burnout in anaesthesia: Relevant topics for anaesthesiologists and healthcare managers?” European Journal of Anaesthesiology, 29(7), 311–319.

  • Rosenberg, M. (1965). Society and the Adolescent Self-Image. Princeton, NJ: Princeton University Press.

  • Savithri, J. J. (2014). Interactive effect of academic procrastination and academic performance on life satisfaction. International Journal of Science and Research (IJSR), 3 (3), 377-381.

  • Schimmack, U., & Diener, E. (2003). Predictive validity of explicit and implicit self-esteem for subjective well- being. Journal of Research in Personality, 37, 100-106.

  • Seifert, T. L. (1997). Academic goals and emotions: Results of a structural equation model and cluster analysis. British Journal of Educational Psychology, 67, 323–338.

  • Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155- 165.

  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion, Psychological Review, 92, 548–573.

  • Yalom, I. (1999). Varolusçu Psikoterapi, 1. Baskı, Ankara: Kabalak Yayınları.

  • Zimmerman, B. (2006). Enhancing students’ academic responsibility and achievement. A social-cognitive self- regulatory account. En Robert J. Sternberg y Rena F. Subotnik (Eds.), Optimizing Student Success in School with the Other Three Rs. Reasoning, Resilience and Responsibility (pp. 179-197). Greenwich, Connecticut: Information Age Publishing.

  • Zimmerman, B., & Kitsantas, A. (2005). Homework practice and academic achievement. the mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397-417.

                                                                                                                                                                                                        
  • Article Statistics