Available online at www.sciencedirect.

com

ScienceDirect
Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662

4th World Conference on Psychology, Counselling and Guidance WCPCG-2013

The Survey of Academic Procrastionation on High School

Students with in Terms of School Burn-Out and Learning Styles
Semra Çakıra, Figen Akçab, Aynur Fırıncı Kodazc, Sezen Tulgarerd
a
Psychological counselor and guidance phd student, Uludağ university, Bursa 16130, Turkey
b
Assistant Professor Doktor, Uludağ university, Bursa 16130, Turkey
c
Psychological counselor and guidance phd student, Uludağ university, Bursa,16130, Turkey
d
Psychological counselor, Address, Bursa 16130 Turkey

Abstract

The purpose of this study is to analyze the link between the academic procrastination of university students and school burn out,
learning styles and gender. 241 students who are studying in high school attended to the survey. In the survey Secondary School
Burnout Scale (SSBS) which was developed by Aypay (2012), Academic Procrastination which was developed by Çakıcı (2013)
and Grasha-Reichmann Learning Style Scale which was adapted by Koçak (2007) were applied in order to gather data. It is
suggested that there is a positive relation between the inactive style and the tendency of academic procrastination within the sub
dimensions of school burn-out. In addition it is considered that there are negative relations between academic procrastination and
independent style, dependent style, competitive style, participant style. However in the multiple regression analysis it is
witnessed that inactive style, independent style, participant style, course burn-out and burnout caused by the family predict the
tendency of academic procrastination significantly. Results were discussed by educationalists and counselors according to the
findings.

©
© 2013 The Authors.
2013 The Authors. Published
Publishedby
byElsevier
ElsevierLtd.
Ltd.Open access under CC BY-NC-ND license.
Selection and peer-review
Selection and peer-review under
underresponsibility
responsibilityofofAcademic
Prof. Dr. World
Tülay Bozkurt,
EducationIstanbul KulturCenter.
and Research University, Turkey
Keywords: School burn-out, academic procrastination, learning style; Keywords: Sibling Relationship, Mentally Retarded, Deaf;

1. Introduction

It is clear that academic education has an undeniable importance in individual’s lives considering the education
system in our country. Each individual from different ages takes exams in different stages and are able to continue
their education with the success they acquire from those exams. Together with the preparation process for these

Corresponding author: Semra Çakır

E-mail addres: semracakir@hotmail.com

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of Academic World Education and Research Center.
doi:10.1016/j.sbspro.2013.12.763
 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662 655

exams students may have stress which can cause burnout through time. (Divaris et. al., 2012; Kutsal and Bilge,
2012).

Maslach and Jackson (1981) define burnout as physical exhaustion, long fatigue, desperation and hopelessness,
physical and mental symptom that contains negative attitudes towards people, job and the life itself. Many
researches have shown that burnout is more common in teachers, doctors, nurses and social service experts who
have closer relations with people (Maslach & Jackson, 1981; Aypay, 2012). For students school is considered as a
work in their lives since it is obvious that they spare time, they struggle to do their responsibilities in order to be
successful as if they go to work (Esteve, 2008). In this process, each day, students encounter many physical,
emotional and psychological troubles which are classroom activities, health, family, job, expenses and other people
or their expectations. Students are influenced negatively by these expectations which come from their inner selves or
from outside without their control (Çam, 1991; Cushman and West, 2006). School burnout conveys the burnout
syndrome caused by the excessive demands of the school and education on students. In the process of learning,
stress caused by the lessons, class load, or other psychological pressure factors may cause emotional burnout,
tendency for depersonalization and the feeling of low success. School burnout causes absenteeism, low motivation
to the lesson, high percentage of leaving school and procrastination (McCarthy, Pretty, & Catano, 1990; Yang and
Farn, 2005; Dyrbye et.al., 2009).

It is suggested that when the definitions made about procrastination are observed, all humans delay a responsibility
or a task that they have to carry out in a part of their lives (Grecco, 1984). People who never show the attitude of
procrastination all of their lives are believed to misunderstand the procrastination concept or to intend to answer the
social desirability (Milgram, Tal and Levision, 1998). However academic procrastination is defined as the person’s
delaying the academic studies till a moment when an intensive stress is experienced (Senecal et al., 1995). In
another definition academic procrastination behavior, is defined as the student’s delaying the studies of school
(Kandemir, 2010). Rothbolum, Solomon and Murakami (1986) define academic procrastination as being anxcious as
a result of the desire for occasional or constant detainment. Ellis and Knaus (1977) determined that 70% of
university students do not fulfill their academic tasks on time. For Turkish university students this rate is believed to
be 50% (Balkıs and Duru, 2009). It is thought that there is not a significant relation between the reasons for
procrastination and gender, school success and performance approach (Özer and Altun, 2011). If academic
procrastination causes anxiety why do the students show this behavior? In this survey the answer to these questions
are considered at length.

Another element which influences the learning environment is the learning style (Özbay, 2006). Despite the fact that
there are differences among students in terms of learning styles and these are accepted as a diversity (Gencel, 2007)
these differences are the features that are barely recognized by the teachers (Şentürk and Yıldız İkikardeş, 2011).
Learning style is defined as the personal features that influence the individual’s skill in receiving information, the
relation with the peers and the teachers, the participation to the learning studies (Grasha, 2002). It is known that
learning style influence learning and each learning style simplifies different learnings (Şimşek, 2006).

Grasha-Reichman’s learning style model is one created according to student-student and student-teacher interaction
and their learning style divides into two categories according to the student’s active participation to the learning
process. These categories are classified as competitive, cooperative, inactive, participatory, dependent, and
independent (Şimşek, 2006). Evolving out of the definitions and the explanations above learning style with its most
general meaning, may be explained as the choices of the individuals for methods in gathering, and arranging the
information and thinking and predicting over it (Davis, 1993).
656 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662

It is obvious that in a country like Turkey where a having a good education means a real competition, every stage of
education will be very hard and demanding for students. Students in each stage of education, face the pressure of the
exams and grade average as a requirement for having a better education in the next education stage. This
competitive environment in the education system not only affects the students, concerning the pressure of the grade
average and the exams, but the families as well. Because of all these reasons students have to study constantly and
start to solve tests at an early age. Especially parents also teachers almost everyone expects a great success from the
students and always reminds them to study harder and more regularly (Yıldırım and Ergene, 2003).

When we consider the explanations above as a whole, it can be thought that the nature of the academic
procrastination, which is a very common phenomenon, is needed to be understood in a better way. Because,
procrastination attitude may affect not only the student’s academic, social and psychological harmony, but learning
quality and well being as well. Therefore, observation subject in this study is the relation between academic
procrastination, which is a very common burnout condition that high school students have, and the learning style
that the students use. School burn-out and the relation of academic procrastination with learning styles have not been
studied much in our country. Considering the burnout of the high school students who have trouble especially with
university exam there is need for more studies in this field.

For this reason the questions below are need to be answered;

1. Is there a relation between academic procrastination with burnout and learning styles?
2. Does the procrastination attitude differ in terms of gender?
3. Do the school burnout and learning styles predict academic procrastination tendency?

2. Method

Research is a descriptive study in survey model. The research group consists of 241 high school students 119 of
which are female and 112 of which are male. All of these students are preparing for the university exam and are also
going to the additional private courses. 13.3% of the participant students are 2. Grade, 14.1% are 3. Grade and
72.6% are 4. Grade. 53.1% of the students are from Anatolian High School, 27.4% are from Central High School,
11.2% are from Vocational High School, 3.3% are from Vocational Religious High School and 5% are from Science
High School and alternative high school education institutes.

2.1. Data Collection Instruments

Secondary School Burnout Scale (SSBS). SSBS has been developed to determine the burnout level of the
students who are attending to high school by Aypay (2010). In the scale there is a separate point evaluation for each
subscale. The higher points obtained from the subscales show that the burn-out is eminent, lower points show that
the burnout is low. Factor Analysis has emerged a structure with seven factors. These are; loss of interest to school,
burnout from family, burnout from homework, burnout from studying, burnout from teacher attitudes, need to rest
time and fun, and feeling of insufficiency. The total variance that these seven factors formed is 61%. The
consistency correlation obtained from DFA has shown that the model is consistent. ([GFI=0.93, AGFI=0.91,
PGFI=0.90, RMSEA=0.05, CFI=0.94] Cronbach Alpha internal consistency coefficient is between .67-.86 for
scale’s sub dimensions. The two-half test reliability of the scale is between .63-.88 for scale’s sub dimensions.
Academic Control Base Scale is used for the measure validity of the scale. It is found that there are significant
correlations(r=.14-.33) at low and medium levels between SSBS sub factor points and ACBS subscale points.
Academic procrastination scale. (APS)“Academic Procrastination Scale” that was developed to determine
students’ academic procrastination behaviors by Çakıcı (2003) was used. Academic Procrastination Scale is a 19
 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662 657

item measure containing 12 positively worded items and 7 negatively worded items, which include the tasks that
students are responsible in education life. The responses given to the phrases of the scale are ranked with five point
likert scale: “never reflects me”, slightly reflects me”, “somewhat reflects me”, “generally reflects me”, and “always
reflects me”. Internal consistency reliability coefficients were found .92 for Academic Procrastination Scale, .89 for
the first scale, and .84 for the second scale, and a seventeen-days test-retest reliabilities were 0.89, 0.80 for the first
factor, and 0.82 for the second factor (Çakıcı, 2003), which were quite high, as the general recommendation
(Büyüköztürk, 2004) is that reliability coefficients should be at least 0.80 or higher.

Grasha-Reichmann learning style scale. Focusing on the students’ preference for six different learning styles have
been identified such as Independent, Inactive, Cooperative, Dependent, Competitive and Participant. The scale was
prepared as a 5 Likert Scale and it consists of 42 items. The scale was adapted into Turkish by Koçak (2007). It is
stated that the scale’s Alfa reliability coefficient was 0.77 in independent sub dimension, 0.76 in inactive sub
dimension, 0.77 in cooperative sub dimension, 0.70 in dependent sub dimension, 0.78 in competitive sub dimension,
0.67 in participant sub dimension and the scale’s total Cronbach Alfa coefficient was 0.83.

2.2. Data Analysis

The data obtained from the research were uploaded to electronic environment and analyzed using SPSS for
Windows version 16. The data were tested with Pearson product-moment correlation and multiple regression
analysis.

3. Findings

The coefficients of the tendency for academic procrastination were calculated in order to test the relation between
learning styles and burnout conditions. According to the findings (Table 1) obtained, it is discovered that there are
significant positive relations between academic procrastination and passive style r(241)=.587,p<.01, loss of interest
to school r(241) =.187,p<.01, burnout from studying r(241)=.612,p<.01, burnout from family r(241)=.396,p<.01
burnout from homework r(241)=.385,p<.01,burnout from teacher attitudes r(241)=.385, p<.01, need to rest and
time for fun r(241)=.151, p<.01, feeling of ınsufficiency at school r(241) =.185, p<.01 . In addition it is seen that
there are significant negative relations between academic procrastination and independent style r(241)= -305,p<.01,
dependent style r(241)= .-198,p<.01, competitive style r(241)= .-267,p<.01, participant style r(241)= .-465,p<.01
Another finding obtained from the research, shows that there is a difference between academic procrastination and
gender to the disadvantage of girls (t=3.85..p<.05).

Table 1. Correlation coefficients oriented in the relations between the tendency for academic procrastination and gender, learning styles and burn-
out conditions

Variables Academic Procrastination Tendency

Independent Style -,305(**)
Inactive Style ,587(**)
Dependent Style -,198(**)
Competitive Style -,267(**)
Participant Style -,465(**)
Loss of Interest to School ,187(**)
Burnout from Studying ,612(**)
Burnout From Family ,396(**)
Burnout from Homework ,385(**)
Burnout from Teacher Attitudes ,385(**)
658 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662

Need to Rest and Time for Fun ,151(**)

İnsufficiency at School ,185(**)
**p<.01

Multiple regression analysis was done in order to test the predictive strength of school burnout, academic
procrastination and learning styles. The results of multiple regressions were presented in Table 2.

Table 2. Results of multiple regression analysis about the prediction of academic procrastination and learning styles for school burnout

Variables B SE β T p

Step 1
Burnout from Studying 2,113 ,177 ,612 11,958 ,000
Step 2
Burnout from Studying 1,476 ,184 ,427 8,011 ,000
Inactive Style 1,121 ,158 ,378 7,088 ,000
Step 3
Burnout from Studying 1,257 ,190 ,364 6,627 ,000
Inactive Style 1,186 ,155 ,400 7,632 ,000
Independent Style -,581 ,161 -,173 -3,605 ,000
Step 4
Burnout from Studying 1,158 ,188 ,335 6,158 ,000
Inactive Style 1,064 ,156 ,359 6,807 ,000
Independent Style -,582 ,158 -,174 -3,695 ,000
Burnout From Studying ,570 ,168 ,162 3,386 ,001
Step 5
Burnout from Studying 1,003 ,194 ,290 5,176 ,000
Inactive Style ,905 ,164 ,305 5,503 ,000
Independent Style -542 156 -162 -3,474 ,001
Burnout from family ,649 ,168 ,185 3,854 ,000
Participant Style -,462 ,167 -,147 -2,765 ,006
Step 6
Burnout from Studying 1,107 ,197 ,320 5,614 ,000
Inactive Style ,916 ,163 ,309 5,615 ,000
Independent Style -,536 ,155 -,160 -3,466 ,001
Burnout from family ,727 ,170 ,207 4,271 ,000
Participant Style -,448 ,166 -,142 -2,705 ,007
Need to Rest and Time for Fun -,625 ,270 -,109 -2,316 ,021

In the first step of the regression analysis, it was seen that study burnout explains 37 % of academic procrastination
(R2=.37, adjusted R2=.37, F (1, 239) =143,005, p<.05). In the second step, it was seen that inactive style also got in the
regression equality and it contributed to explained-variance in 11 % level (R2=.48, Δ R2=.11, adjusted R2 =.48, F (1,
238)=50,236, p<.05). In the third step, independent style got in regression equality and 3 % of it contributed to
explained-variance (R2=.51, ΔR2=.03, adjusted R2 =.50, F (1, 237) =12,993, p<.05). In the fourth step, burnout from
family got in regression equality and only 2 % of it contributed to explained-variance (R2=.53, ΔR2=.02, adjusted R2
=.52, F(1, 236)=11,462, p<.05). In the fifth step, participation style got in regression equality and only 2 % of it
contributed to explained-variance (R2=.55, ΔR2=.02, adjusted R2 =.54, F (1, 235) =7,646, p<.05). In the sixth step, need
to rest and time for fun got in regression equality and only 1% of it contributed to explained-variance (R2=.56,
ΔR2=.01, adjusted R2 =.55, F(1, 234)=5,362, p<.05). According to the standardized coefficients, the most relatively
important variables is burnout from studying (β=.320) and inactive style (β=.309) for the prediction of academic
procrastination.
 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662 659

4. Discussion

The aim of the survey is to analyze whether school burnout conditions and learning styles predict the academic
procrastination in high school students or not. Besides considering the gender it is reviewed whether academic
procrastination tendency differs or not.

As a result of these analyzes it is seen that there is a positive relation between academic procrastination and school
burnout or academic burnout. This finding matches with the study of Akın (2012). Self-handicapping was positively
correlated to emotional exhaustion, lowered personal accomplishment, and depersonalization. A structural equation
model fit the data well and accounted for 20% of the variance in emotional exhaustion, 14% in lowered personal
accomplishment, and 10% in depersonalization. Also in many studies, the symptoms of academic burnout cause
exhaustion, burnout, making fun of homework, careless behavior and attitude, procrastination, depersonalization,
feeling incapable as a student, lack of efficiency (Zhang, Gan and Cham, 2007; Aypay and Eryılmaz, 2010). It is
stated that students who have performance problems generally perceive class as threatening and avoid competing
(Elliot and Harackiewicz, 1996). In addition it is inferred that these students give up the studies they carry on easily
since they cannot get help and in order not to seem unsuccessful (Middleton and Midgley, 1997).

As a finding of the survey it is seen that all the sub dimensions of academic burnout have a high correlation with
academic procrastination. Particularly highly positive significances have been found between procrastination and
study burnout, burnout caused by the family and boredom with teacher’s behavior. Solomon and Rothblum (1984),
in a survey that they took with university students, state that 46% of the students in homework/project writing, 30%
doing their reading homework weekly, 28% preparing for the exams, 23% attending the courses regularly, and 11%
in administrative acts (paying the tuition, returning to the library) show the procrastination attitude. Due to the fact
that high school students in our country have to deal both with academic studies and preparation for the university
exam creates a serious pressure on them at a high level. Although it seems an unhealthy application to utilize
academic procrastination as a defensive mechanism, for teenagers who have to overcome the burnout caused by this
problem, it may be accepted as a creative adaptation.

In addition findings show that the level of the academic procrastination tendency is higher in female students
compared to male students and it is believed that the difference between them is significant. In literature it is seen
that there are different results along with collateral studies (Washington, 2004). The studies on Turkish culture
report that female students who have a high education level tend to show success, independent and autonomous
attitudes in an amount equal to male students (Karakitapoğlu and İmamoğlu, 2002). It can be said that female
students do not feel to show themselves more hardworking and talented behaving properly for the traditional gender
role and therefore they act accordingly. So this condition explains why females show the procrastination behavior
more than males.

In the analyzes it is seen that there is a positive relation between academic procrastination and inactive style but
there is a negative relation between academic procrastination and independent style, dependent style, competitive
style, participant style. Students who are passive in the classroom, daydream, find the activities boring, and are not
able to concentrate have an inactive learning style. Also it is seen that students who have this style have academic
procrastination. Students who want teachers that explain what is expected, define how to do the homework that has
been assigned in details, write the summary of the course and important notes on the board, students who write
down any word that the teacher speak up and do the homework exactly the same as the teacher described have a
dependent learning style.
660 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662

The students who choose to do the homework alone, are able to learn many subjects individually, can make their
own ideas about the subjects, have ideas on how to do the lessons, make researches about interesting issues and
prefer to study by oneself in classroom projects have an independent learning style (Koçak, 2007). It is seen that
students that have these two styles show academic procrastination less.

Students that fulfill the things they are asked to do in the classroom, respect joining the lesson, find the classroom
activities interesting, do the homework before the deadline and prefer to sit in the front rows have a participant
learning style. Students who compete with others in order to be successful and take good grades, like to answer and
solve problems before everyone and want to be one of the best students in the classroom have a competitive learning
style (Koçak, 2007). The students who have these two styles show procrastination attitude less. Former studies on
the issue show that academic procrastination tendency is related to ineffective learning strategies, problems on
concentration, low grade average, boredom, trouble with doing homework, unplanned study habit, unreasonable
excuses, worry, fear of failure, low self efficiency, low self control and being unable to put off satisfaction (Chissom
and Iran-Nejad, 1992; Ferrari and Beck, 1999; Lay, 1986; Senecal and ark, 1995). Leaving the responsibility to the
last moment overstrain the students who have a high procrastination level. The habit of studying late hours under the
pressure of time may cause sleeplessness, sleeping less and concentration problems. According to the studies of
Uzuntiryaki, Bilgin and Geban (2002) done with 1. and 2. grade high school students independent, participant and
cooperative learning styles are effective in students’ success.

According to the results of the last regression analysis, the created model explains 56% of the total variance in
academic procrastination tendency. It is seen that among these variables study burnout and inactive style are
important predictors of academic procrastination tendency. In summary considering the findings obtained from the
research offers below can be made:

Considering the fact that, students’ learning styles are able to explain their academic procrastinations it is obvious
that there is need for having students gain different learning styles. Grasha (1972) mentions that it is required to
choose teaching techniques appropriate to the particular learning styles in order to make a difference in students’
learning styles. Therefore it is obvious that it will be effective to use cooperative teaching technique for the students
whose cooperative and participant learning styles are weak and well structured independent homework studies will
encourage them to develop their independent learning styles.

Besides, considering the fact that students’ burnout is able to predict their academic procrastination tendency, firstly
it is necessary to handle the variables involved in educational environment. Especially for the conditions of study
burnout, burnout caused by the family and insufficient rest and fun, educationalists have important roles in
conducting both educational and personal counseling at school. Also in many studies it is stated that the teacher’s
support is much more effective than the one received from family or friends. In the studies of Özer, Gençtanırım and
Ergene (2011) it is determined that the teacher’s support is significantly related to leaving school and the students
who feel this support as little or at a medium level are tend to leave school more. It is important for teachers to
appraise students all of their education life, giving them positive feedbacks and info-based support, so that they will
not have emotional burnout and lose faith in their education. Subsequently, counselors and teachers at school have
important roles in increasing the students’ academic success and decreasing procrastination tendency.

References
Akbay, S.E.(2009). Cinsiyete Göre Üniversite Öğrencilerinde Akademik Erteleme Davranışı:Akademik Güdülenme,Akademik Özyeterlik ve
Akademik Yükleme Stillerinin Rolü. Yayınlanmamış Yüksek Lisans Tezi, Mersin Üniversitesi, Mersin.
 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662 661

Akın, A. (2012),"Self-handicapping and burnout" ,Psychological Reports ,Vol. 1101 ,pp. 187 – 196.
Aypay, A. (2012). Ortaöğretim öğrencileri için okul tükenmişliği ölçeği (OOTÖ). Kuram ve Uygulamada Eğitim Bilimleri, 12 (2), 773-788.
Aypay, A. ve Eryılmaz, A. (2011). Lise Öğrencilerinin Derse Katılmaya Motive Olmaları ile Okul Tükenmişliği Arasındaki İlişkinin
İncelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 21, 26-44.
Balkıs, M. ve Duru, E. (2010). Akademik Erteleme Eğilimi, Akademik Başarı İlişkisinde Genel ve Performans Benlik Saygısının Rolü,
Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 159-170.
Büyüköztürk, Ş. (2004). Veri analizi el kitabı (4. Baskı). Ankara: Pegem A Yayıncılık.

Chissom, B. ve Iran-Nejad, A. (1992). Development of an instrument to assess learning strategies. Psychological Reports, 71, 1001-1002.

Cushman,S., West, R. (2006). Precursors to College Student Burnout: Developing a Typology of Understanding. Qualitative Research Reports in
Communication 7 (1), 23–31.
Çakıcı, Ç. D. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi. Yayınlanmamış Yüksek
Lisans Tezi, Ankara Üniversitesi, Ankara.
Çam, O. (1991). Hemşirelerde Tükenmişlik ve Çeşitli Değişkenlere Göre İncelenmesi. Yayınlanmamış Doktora Tezi. Ege Üniversitesi, İzmir.
Davis, B.G. (1993). Tools for teaching (1. Edition). San Francisco: Jossey-Bass.
Divaris K., Polychronopoulou A., Taoufik K.(2012). Stress And Burnout in Postgraduate Dental Education. European Journal of Dental
Educatıon. 16 (1): 35-42.
Dyrbye, L. N., Thomas, M. R., Harper, W., Massie, F. S., Jr, Power, D. V., Eacker, A., et al. (2009). The learning environment and medical
student burnout: A multicentre study. Medical Education, 43, 274-282.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal
of Personality and Social Psychology, 70, 461-475.
Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. New York: Signet Books.
Esteve, E. B. (2008). Well-being and performance in academic settings. The predicting role of self-efficacy. Dissertation, Universitat Jaume I,
Spain.
Ferrari, J.R. ve Beck, B. (1999). Affective responses before and after fraudulent excuses by academic procrastinators. Education, 118, 529-537
Gencel Evin,İ.(2007).’’Kolb’un Deneyimsel Öğrenme Kuramına Dayalı Öğrenme Stilleri Envarteri III’ü Türkçeye Uyarlama
Çalışması’’.9(2),D.E.Ü.Sosyal Bilimler Enstitüsü Dergisi,İzmir,,120-140.
Grasha, F. A. (1972). Observations on Relating Teaching Goals to Students Response Styles and Classroom Methods. American Psychologist.
27,144- 147.
Grasha, A. F. (2002). Teaching with style. San Bernadino: Alliance Publishers
Grecco, P.R., (1984). A cognitive-behavioral assessment of problematic academic procrastination: development of a procrastination self-
statement inventory. Unpublished PHD, California School of Professional Psychology - Fresno.
Kağan, M. (2009). Üniversite Öğrencilerinde Akademik Erteleme Davranışını Açıklayan Değişkenlerin Belirlenmesi. Ankara Üniversitesi
Eğitim Bilimleri Fakültesi Dergisi, 42 (2) 113-128.
Karakitapoğlu-Aygün, Z. ve Imamoglu, O. E. (2002). Value domains of Turkish adults and university students, The Journal of Social psychology,
142 (3), 333-351.
Kandemir, M. (2010). Akademik erteleme davranısını açıklayıcı bir model. Yayınlanmamıs Doktora Tezi, Gazi Universitesi, Ankara.
Koçak, T. (2007). İlköğretim 6,7,8. sınıf öğrencilerinin Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi. (Gaziantep İli
Merkez İlçeleri Örneği), Yayınlanmamış Yüksel Lisans Tezi, Gaziantep Üniversitesi, Gaziantep.
Kutsal, D., Bilge, F. (2012). Lise Öğrencilerinin Tükenmişlik ve Sosyal Destek Düzeyleri, Eğitim ve Bilim, 37 (16) 283-297.
Mccranie, E. & Brandsma, J. M. (1988). Personality antecedents of burnout among middle aged physicians. Journal of Behavioral Medicine, 14
(1), 30-36.
Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495.
Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
McCarthy, M. E., Pretty, G. M., & Catano, V. (1990). Psychological sense of community and student burnout. Journal of College Student
Development, 31, 211-216.
Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of
Educational Psychology, 89, 710-718.
Milgram, N., Mey-Tal, G. ve Levison, Y. (1998). Procrastination, generalized or specific, in college students and their parents. Personality and
Individual Differences, 25 (2), 297-316.
Özbay, M. (2006). Türkçe özel öğretim yöntemleri I. Ankara: Öncü Kitapevi.
Özer, A., Gençtanırım, D. ve Ergene, T. (2011). Türk Lise Öğrencilerinde Okul Terkinin Yordanması: Aracı ve Etkileşim Değişkenleri ile Bir
Model Testi. Eğitim ve Bilim, 36 (161), 302-317.
Özer, A., Altun, E. (2011). Üniversite Öğrencilerinin Akademik Erteleme Nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi,
11 (21) 45 – 72.
Rothblum, E. D., Solomon, L. J. & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators.
Journal of Counseling Psychology, 33, 387-394.
Senecal, C., Koestner, R., ve Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619.
Solomon, L., & Rothblum, E. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling
Psychology, 31, 503-509.
Şentürk ,F. & Yıldız İkikardeş, N.(2011). Öğrenme ve Öğretme Stillerinin 7. Sınıf Öğrencilerinin Matematik Başarısı Üzerine Etkisi. Necatibey
Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED) 5 (1) 250-276.
662 Semra Çakır et al. / Procedia - Social and Behavioral Sciences 114 (2014) 654 – 662

Şimşek, A. (2006). Öğrenme Biçimi. Kuzgun,Y., Deryakulu, D. (Eds.), Eğitimde bireysel Farklılıklar. (2. Baskı). Ankara: Nobel Yayın Dağıtım.
Uzuntiryaki, E., Bilgin, İ., and Geban, Ö. (2003). The Effect of Learning Styles on High School Students’ Achievement and Attitudes in
Chemistry. National Association Research Science Teaching, Philedelphia, Pennsylvania.
Washington, Jene A. (2004) The relationship between procrastination and depression among graduate and professional students across
academic programs: Implications for counseling, Unpublished Doctoral Dissertation, Texas Southern University, Texas.
Yang, H.-J., & Farn, C. K. (2005). An investigation the factors affecting MIS student burnout in technical-vocational college. Computers in
Human Behavior, 21, 917-932.
Yıldırım, İ. ve Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranışlar ve
sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 224-234.
Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement chinese college students: A structural equation
modeling analysis. Personality And Individual Differences, 43, 1529-1540.