Development of an academic self-discipline questionnaire for university students
DOI:
https://doi.org/10.29329/pedper.2022.493.1Anahtar Kelimeler:
Self-discipline, academic success, university students, reliability, factor analysisÖzet
This study aimed to develop a new Academic Self-discipline (ASD) questionnaire and test its reliability. The questionnaire was conducted on 40 undergraduate students at the University of Leicester. Data was collected using the Experimental Participation Requirement (EPR) system and analyzed by Statistical Package for Social Sciences (SPSS). 58 were analyzed by factor analysis and internal reliability, which also helped obtain the final version of ASD. The test was validated using the face validity method. The results suggested that the ASD survey has 18 highly reliable items, with an α value of 0.9. The analysis also revealed that the questionnaire applied here has two main components: a study in a plan and attention.
Referanslar
Baumeister, R. F., Sparks, E. A., Stillman, T. F., & Vohs, K. D. (2008). Free will in consumer behavior: Self-control, ego depletion, and choice. Journal of Consumer Psychology, 18(1), 4-13. DOI: 10.1016/j.jcps.2007.10.002
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B.W. Sokol, F.M.E Grouzet, & U. Müller (Eds.) Self-regulation and autonomy: Social and developmental dimensions of human conduct. (pp. 208-230). New York: Cambridge University Press. Retrieved from https://repository.upenn.edu/psychology_papers/3
Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325. DOI: 10.1177/0963721414541462
Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944. DOI: 10.1111/j.1467-9280.2005.01641.x
Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198–208. DOI: 10.1037/0022-0663.98.1.198
Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70(1), 373-399. DOI: 10.1146/annurev- psych- 010418- 103230
Funder, D. C., Block, J. H., & Block, J. (1983). Delay of gratification: Some longitudinal personality correlates. Journal of Personality and Social Psychology, 44(6), 1198–1213. DOI: 10.1037/0022-3514.44.6.1198
Gong, Y., Rai, D., Beck, J. E., & Heffernan, N. T. (2009). Does self-discipline impact students’ knowledge and learning? International Working Group on Educational Data Mining. Paper presented at the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, Jul 1-3, 2009) Retrieved from https://eric.ed.gov/?id=ED539087
Hogan, R., & Weiss, D. S. (1974). Personality correlates of superior academic achievement. Journal of Counseling Psychology, 21(2), 144–149. DOI: 10.1037/h0036281
Hagger, M., S., & Hamilton, K. (2019). Grit and self‐discipline as predictors of effort and academic attainment. British Journal of Educational Psychology, 89(2), 324-342. DOI: 10.1111/bjep.12241
Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion—Is it all in your head? Implicit theories about willpower affect self-regulation. Psychological Science, 21(11), 1686–1693. DOI: 10.1177/0956797610384745
Malouf, E. T., Schaefer, K. E., Witt, E. A., Moore, K., E., Stuewig, J., & Tangney, J., P. (2014). The brief self-control scale predicts jail inmates’ recidivism, substance dependence, and post-release adjustment. Personality and Social Psychology Bulletin, 40(3), 334-347. DOI: 10.1177/0146167213511666
Maltby, J., Day, L., & Macaskill, A. (2010). Personality, individual differences, and intelligence. (2nd Edition). Harlow: Pearson Education.
Mischel, W. (1974). Processes in delay of gratification. Advances in experimental social psychology, 7, 249-292. Academic Press. DOI: 10.1016/S0065-2601(08)60039-8
Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696. DOI: 10.1037/0022-3514.54.4.687
Mowrer, O. H., & Ullman, A. D. (1945). Time as a determinant in integrative learning. Psychological Review, 52(2), 61–90. DOI: 10.1037/h0057071
Robbins, L. N. (1972, February). Dissecting the ‘broken home’ as a predictor of deviance. In NIMH Conference on Developmental Aspects of Self-Regulation, La Jolla, California.
Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978–986. DOI: 10.1037/0012-1649.26.6.978
Şimşir, Z., & Dilmaç, B. (2020). Self-discipline in the life of university students: A qualitative research. Research on Education and Psychology (REP), 4(2), 153-171. Retrieved from https://dergipark.org.tr/en/download/article-file/1343382
Tangney, J. P., Boone, A. L., & Baumeister, R. F. (2018). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. In Self-regulation and self-control (pp. 173-212). Routledge. DOI: 10.4324/9781315175775
Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002). Views of nature and self-discipline: Evidence from inner-city children. Journal of Environmental Psychology, 22(1-2), 49–63. DOI: 10.1006/jevp.2001.0241
Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101(4), 853–866. DOI: 10.1037/a0016306
Wills, T. A., Walker, C., Mendoza, D., & Ainette, M. G. (2006). Behavioral and emotional self-control: Relations to substance use in samples of middle and high school students. Psychology of Addictive Behaviors, 20(3), 265–278. DOI: 10.1037/0893-164X.20.3.265
Zhao, R., & Kuo, Y., L. (2015). The role of self-discipline in predicting achievement for 10th graders. International Journal of Intelligent Technologies and Applied Statistics, 8(1), 61-70. DOI: 10.6148/IJITAS.2015.0801.05
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2023 Pedagogical Perspective
Bu çalışma Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ile lisanslanmıştır.
