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Effects of dysfunctional attitudes and depression on academic procrastination: does self-esteem have a mediating role?
British Journal of Guidance & Counselling ( IF 1.125 ) Pub Date : 2020-06-17 , DOI: 10.1080/03069885.2020.1780564
Özge Kınık 1 , Hatice Odacı 2
Affiliation  

ABSTRACT The aim of this study was to test a theoretical model of the mediating role of self-esteem in the relationship between academic procrastination behaviour, dysfunctional attitudes and depression. The sample comprised 615 female (71.3%), 242 male (28.1%) and 5 undergraduate students who did not specify their gender (0.6%), who were attending a state university located in the northern region of Turkey. Data were collected using the Personal Information Form, Academic Procrastination Scale, Dysfunctional Attitudes Scale, Beck Depression Inventory and Rosenberg Self-Esteem Inventory. Dysfunctional attitudes, depression and self-esteem were found to explain academic procrastination.

中文翻译:

不良态度和抑郁对学业拖延的影响:自尊是否具有中介作用?

摘要 本研究的目的是检验自尊在学业拖延行为、功能失调的态度和抑郁之间的中介作用的理论模型。样本包括 615 名女性 (71.3%)、242 名男性 (28.1%) 和 5 名未指明性别的本科生 (0.6%),他们就读于位于土耳其北部地区的国立大学。使用个人信息表、学业拖延量表、功能失调态度量表、贝克抑郁量表和罗森伯格自尊量表收集数据。发现功能失调的态度、抑郁和自尊可以解释学业拖延。
更新日期:2020-06-17
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