Yıl: 2019 Cilt: 6 Sayı: 3 Sayfa Aralığı: 449 - 470 Metin Dili: İngilizce DOI: 10.15805/addicta.2019.6.3.0082 İndeks Tarihi: 21-09-2020

The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities

Öz:
Only a few studies in the literature have dwelt on the relationships among problematic mobile phone use,academic procrastination, and self-control based on personality traits and how these three affect one another.In this sense, the purpose of this study is to reveal how the relationships among the variables of problematicmobile use, self-control, and academic procrastination change based on the Big Five personality traits. Datahave been collected from 571 university students. The Academic Procrastination Scale, Problematic MobilePhone Use Scale, Self-Control Scale, and Adjective-Based Personality Test have been used as data collectiontools. Path analysis is used for analyzing the data. Firstly, descriptive statistics for the mean, standard deviation,skewness, and kurtosis values have been calculated for each variable in the model. Secondly, the data set ofthe study is examined in terms of multivariate normality. Thirdly, the path model is estimated using the IBMStatistical Packages for the Analysis of Moment Structures. As a result of the data analysis, the negative effectof experiential self-control on problematic mobile use has been seen to be significantly higher in the moreneurotic. Also, the negative effect of experiential self-control on academic procrastination has been found tobe significantly higher in the less extraverted and less agreeable individuals. The negative effect of reformativeself-control on academic procrastination has been determined to be statistically higher for those with lowerconscientiousness and openness. The significant positive effect of redressive self-control on academicprocrastination has been identified to be higher in the less neurotic and the less conscientious individuals. Thisstudy is believed to contribute to the field as it offers measures on taking self-control into account in order toprevent problematic mobile phone use and academic procrastination in people with various personality traits.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Andreassen, C. S., Griffiths, M. D., Gjertsen, S. R., Krossbakken, E., Kvam, S., & Pallesen, S. (2013). The relationships between behavioral addictions and the five-factor model of personality. Journal of Behavioral Addictions, 2(2), 90–99. http://dx.doi.org/10.1556/JBA.2.2013.003
  • Aremu, A. O., Williams, T. M., & Adesina, F. (2011). Influence of academic procrastination and personality types on academic achievement and efficacy of in-school adolescents in Ibadan. IFE PsychologIA: An International Journal, 19(1), 93113. http://dx.doi.org/10.4314/ifep.v19i1.64591
  • Bacanlı, H., İlhan, T., & Aslan, S. (2009). Beş faktör kuramına dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara dayalı kişilik testi (SDKT) [Development of a personality scale based on five-factor theory: Adjective based personality test (ABPT)]. The Journal of Turkish Educational Sciences, 7(2), 261–279.
  • Bianchi, A., & Phillips, J. G. (2005). Psychological predictors of problem mobile phone use. Cyber Psychology & Behavior, 8(1), 39-51. http://dx.doi.org/10.1089/cpb.2005.8.39
  • Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17(1), 69–81. https:// doi.org/10.1016/j.lindif.2007.02.001
  • Boysan, M., & Kiral, E. (2017). Associations between procrastination, personality, perfectionism, self-esteem and locus of control. British Journal of Guidance & Counselling, 45(3), 284–296. http://dx.doi.org/10.1080/03069885.2016.1213374
  • Butt, S., & Phillips, J. G. (2008). Personality and self reported mobile phone use. Computers in Human Behavior, 24(2), 346–360. https://doi.org/10.1016/j.chb.2007.01.019
  • Chi-Ying, C. (2018). Smartphone addiction: Psychological and social factors predict the use and abuse of a social mobile application. Information, Communication & Society. Advance Online Publication. https://doi.org/10.1080/1369118X.2018.1518469
  • Clariana, M. (2013). Personality, procrastination and cheating in students from different university degree programs. Electronic Journal of Research in Educational Psychology, 11(2), 451–472. http://dx.doi.org/10.14204/ejrep.30.13030
  • Coetzee, S., & Cilliers, F. (2001). Psychofortology: Explaining coping behaviour in organizations. The Industrial-Organizational Psychologist, 38(4), 62–68.
  • Cloninger, C. R., Svrakic, D. M., & Przybeck, T. R. (1998). A psychobiological model of temperament and character. In J. Richter, M. Eisemann, K. Bollow, & D. Schlafke (Eds.), The development of psychiatry and its complexity (pp. 1–16). München, Germany: Waxmann Verlag.
  • Costa, P. T., McCrae, R. R., & Dye, D. A. (1991). Facet scales for agreeableness and conscientiousness: A revision of the NEO Personality Inventory. Personality and individual Differences, 12(9), 887–898. https://doi.org/10.1016/0191-8869(91)90177-D
  • Çakıcı, D. Ç. (2003). Lise ve üniversite ögrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi [An Examination of the general procrastination behavior and academic procrastination behavior in high school and university students] (Master thesis, Ankara University, Institute of Education Sciences, Ankara). Retrieved from https://tez.yok.gov. tr/UlusalTezMerkezi/
  • Çam, Z. (2013). Ergenlerde genel ve akademik erteleme davranışının yordayıcısı olarak beş büyük kişilik özelliği. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 89–96.
  • Demirhan, E., Randler, C., & Horzum, M. B. (2016). Is problematic mobile phone use explained by chronotype and personality? Chronobiology international, 33(7), 821–831. https://doi.org/10.3 109/07420528.2016.1171232
  • Duyan, V., Gülden, Ç., & Gelbal, S. (2012). Öz-Denetim Ölçeği-ÖDÖ: Güvenirlik ve geçerlik çalışması [Self-Control Scale – SCS: Reliability and validity study]. Society and Social Work, 23(1), 25–38.
  • Elhai, J. D., Tiamiyu, M., & Weeks, J. (2018). Depression and social anxiety in relation to problematic smartphone use: The prominent role of rumination. Internet Research, 28(2), 315-332.
  • Erdoğan, U., Pamuk, M., Eren-Yürük, S., & Pamuk, K. (2013). Academic procrastination and mobile phone. Proceedings of IAC-ETeL 2013 (pp. 479–487). Ministry of Education, Youth, and Sport.
  • Enez Darcin, A., Kose, S., Noyan, C. O., Nurmedov, S., Yılmaz, O., & Dilbaz, N. (2016). Smartphone addiction and its elationship with social anxiety and loneliness. Behaviour & Information Technology, 35(7), 520–525. https://doi.org/10.1080/0144929X.2016.1158319
  • Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). New York, NY: Prentice Hall.
  • Hong, F. Y., Chiu, S. I., & Huang, D. H. (2012). A model of the relationship between psychological characteristics, mobile phone addiction and use of mobile phones by Taiwanese university female students. Computers in Human Behavior, 28(6), 2152–2159. https://doi.org/10.1016/j.chb.2012.06.020
  • Hooker, K., Choun, S., Mejía, S., Pham, T., & Metoyer, R. (2013). A microlongitudinal study of the linkages among personality traits, self-regulation, and stress in older adults. Research in Human Development, 10(1), 26–46. http://dx.doi.org/10.1080/15427609.2013.760258
  • Horwood, S., & Anglim, J. (2018). Personality and problematic smartphone use: A facet-level analysis using the Five Factor Model and HEXACO frameworks. Computers in Human Behavior, 85, 349–359. https://doi.org/10.1016/j.chb.2018.04.013
  • Hsiao, K. L., Shu, Y., & Huang, T. C. (2017). Exploring the effect of compulsive social app usage on technostress and academic performance: Perspectives from personality traits. Telematics and Informatics, 34(2), 679–690. https://doi.org/10.1016/j.tele.2016.11.001
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Hussain, Z., Griffiths, M. D., & Sheffield, D. (2017). An investigation into problematic smartphone use: The role of narcissism, anxiety, and personality factors. Journal of Behavioral Addictions, 6(3), 378–386. https://doi.org/10.1556/2006.6.2017.052
  • Jensen-Campbell, L. A., Knack, J. M., Waldrip, A. M., & Campbell, S. D. (2007). Do Big Five personality traits associated with self-control influence the regulation of anger and aggression? Journal of Research in Personality, 41(2), 403–424. https://doi.org/10.1016/j.jrp.2006.05.001
  • Jensen-Campbell, L. A., Rosselli, M., Workman, K. A., Santisi, M., Rios, J. D., & Bojan, D. (2002). Agreeableness, conscientiousness, and effortful control processes. Journal of Research in Personality, 36(5), 476–489. https://doi.org/10.1016/S0092-6566(02)00004-1
  • Jiang, Z., & Zhao, X. (2016). Self-control and problematic mobile phone use in Chinese college students: The mediating role of mobile phone use patterns. BMC psychiatry, 16(1), 416–424. https://doi.org/10.1186/s12888-016-1131-z
  • Kağan, M., Çakır, O., İlhan, T., & Kandemir, M. (2010). The explanation of the academic procrastination behaviour of university students with perfectionism, obsessive–compulsive and five factor personality traits. Procedia-Social and Behavioral Sciences, 2(2), 2121–2125. https:// doi.org/10.1016/j.sbspro.2010.03.292
  • Karatas, H., & Bademcioglu, M. (2015). The Explanation of the academic procrastination behaviour of pre-service teachers with five factor personality traits. The International Journal of Research in Teacher Education, 6(2), 11–25.
  • Khang, H., Kim, J.K., & Kim Y. (2013). Self-traits and motivations as antecedents of digital media flow and addiction: The Internet, mobile phones, and video games. Computer in Human Behaviour, 29, 2416–2424. https://doi.org/10.1016/j.chb.2013.05.027
  • Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154–157. https://doi.org/10.1016/j.paid.2016.12.021
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915–931. https://doi.org/10.1016/j.cedpsych.2007.07.001
  • Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
  • Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19(1), 47–52. https://doi.org/10.1016/j.lindif.2008.07.001
  • Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519–530. https://doi.org/10.1093/biomet/57.3.519
  • McCrae, R., & Costa, P. (1985). Comparison of EPI and Psychoticism scales with measures of the five factor model of personality. Personality and Individual Differences, 6, 587–597.
  • Pearson, C., & Hussain, Z. (2015). Smartphone use, addiction, narcissism, and personality: A mixed methods investigation. In Gaming and technology addiction: Breakthroughs in research and practice (pp. 212–229). PA: IGI Global.
  • Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and selfregulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78–93.
  • Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. New York, NY: Taylor & Francis.
  • Roberts, J. A., Petnji Yaya, L. H., & Manolis, C. (2014). The invisible addiction: Cell-phone activities and addiction among male and female college students. Journal of Behavioral Addictions, 3(4), 254–265. http://doi.org/10.1556/JBA.3.2014.015
  • Roberts, J. A., Pullig, C., & Manolis, C. (2015). I need my smartphone: A hierarchical model of personality and cell-phone addiction. Personality and Individual Differences, 79, 13–19. https:// doi.org/10.1016/j.paid.2015.01.049
  • Rosenbaum, M. (1980). Schedule for assessing self-control behaviors: Preliminary findings. Behavior Therapy, 11, 109–121. https://doi.org/10.1016/S0005-7894(80)80040-2
  • Rosenbaum, M. (1993). The three functions of self-control behavior: Redressive, reformative, and experiential. Work and Stress, 7, 33–46. http://dx.doi.org/10.1080/02678379308257048
  • Rosenbaum, M. (2000). The self-regulation of experience: Openness and construction. In P. Dewe, A. M. Leiter & T. Cox (Eds.), Coping, health, and organizations (pp. 51–67). London, UK: Tyler & Francis.
  • Senécal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607–619. http://dx.doi.org/10.1080/00224545.1995.9712234
  • Senler, B., & Sungur-Vural, S. (2013). Pre-service science teachers’ teaching self-efficacy in relation to personality traits and academic self-regulation. The Spanish Journal of Psychology, 16(12), 1–20. https://doi.org/10.1017/sjp.2013.22
  • Shih, S. S. (2017). Factors related to Taiwanese adolescents’ academic procrastination, time management, and perfectionism. The Journal of Educational Research, 110(4), 415–424. http:// dx.doi.org/10.1080/00220671.2015.1108278
  • Sugiwaka, H., & Okouchi, H. (2004). Reformative self‒control and discounting of reward value by delay or effort. Japanese Psychological Research, 46(1), 1–9. https://doi.org/10.1111/j.1468- 5884.2004.00231.x
  • Swaraswati, Y., Winarno, A. R. D., & Goeritno, H. (2017). Academic procrastination of undergraduate students: The role of academic self-efficacy and the big five personality traits. In G. P. Widanarto, A. Hasjiandito, & H. Dedi (Eds.), Proceedings of The 9th International Conference for Science Educators and Teachers (ICSET 2017) (pp. 735–740). Indonesia.
  • Şar, A. H., & Işıklar, A. (2012). Adaptation of problem mobile phone use scale to Turkish. International Journal of Human Sciences, 9(2), 264–275.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
  • Takao, M. (2014). Problematic mobile phone use and big-five personality domains. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive & Social Medicine, 39(2), 111–113. https://doi.org/10.4103/0970-0218.132736.
  • Takao, M., Takahashi, S., & Kitamura, M. (2009). Addictive personality and problematic mobile phone use. CyberPsychology & Behavior, 12(5), 501–507. https://doi.org/10.1089/cpb.2009.0022
  • Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self‒control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x
  • Toda, M., Ezoe, S., Mure, K., & Takeshita, T. (2016). Relationship of smartphone dependence to general health status and personality traits among university students. Open Journal of Preventive Medicine, 6(10), 215–221. http://dx.doi.org/10.4236/ojpm.2016.610020
  • van-Deursen, A. J., Bolle, C. L., Hegner, S. M., & Kommers, P. A. (2015). Modeling habitual and addictive smartphone behavior: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender. Computers in human behavior, 45, 411–420. https://doi.org/10.1016/j.chb.2014.12.039
  • Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and Learning, 12(3), 381–399. https://doi.org/10.1007/s11409-017-9174-1
  • Yılmaz, M. B. (2017). The relation between academic procrastination of university students and their assignment and exam performances: The situation in distance and face-to-face learning environments. Journal of Education and Training Studies, 5(9), 146–157. https://doi. org/10.11114/jets.v5i9.2545
  • Zweig, D., & Webster, J. (2003). Personality as a moderator of monitoring acceptance. Computers in Human Behavior, 19, 479–493. https://doi.org/10.1016/S0747-5632(02)00075-4
APA ÇEBİ A, Reisoğlu İ, BAHÇEKAPILI T (2019). The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. , 449 - 470. 10.15805/addicta.2019.6.3.0082
Chicago ÇEBİ Ayça,Reisoğlu İlknur,BAHÇEKAPILI Tuğba The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. (2019): 449 - 470. 10.15805/addicta.2019.6.3.0082
MLA ÇEBİ Ayça,Reisoğlu İlknur,BAHÇEKAPILI Tuğba The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. , 2019, ss.449 - 470. 10.15805/addicta.2019.6.3.0082
AMA ÇEBİ A,Reisoğlu İ,BAHÇEKAPILI T The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. . 2019; 449 - 470. 10.15805/addicta.2019.6.3.0082
Vancouver ÇEBİ A,Reisoğlu İ,BAHÇEKAPILI T The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. . 2019; 449 - 470. 10.15805/addicta.2019.6.3.0082
IEEE ÇEBİ A,Reisoğlu İ,BAHÇEKAPILI T "The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities." , ss.449 - 470, 2019. 10.15805/addicta.2019.6.3.0082
ISNAD ÇEBİ, Ayça vd. "The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities". (2019), 449-470. https://doi.org/10.15805/addicta.2019.6.3.0082
APA ÇEBİ A, Reisoğlu İ, BAHÇEKAPILI T (2019). The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. Addicta: The Turkish Journal on Addictions, 6(3), 449 - 470. 10.15805/addicta.2019.6.3.0082
Chicago ÇEBİ Ayça,Reisoğlu İlknur,BAHÇEKAPILI Tuğba The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. Addicta: The Turkish Journal on Addictions 6, no.3 (2019): 449 - 470. 10.15805/addicta.2019.6.3.0082
MLA ÇEBİ Ayça,Reisoğlu İlknur,BAHÇEKAPILI Tuğba The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. Addicta: The Turkish Journal on Addictions, vol.6, no.3, 2019, ss.449 - 470. 10.15805/addicta.2019.6.3.0082
AMA ÇEBİ A,Reisoğlu İ,BAHÇEKAPILI T The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. Addicta: The Turkish Journal on Addictions. 2019; 6(3): 449 - 470. 10.15805/addicta.2019.6.3.0082
Vancouver ÇEBİ A,Reisoğlu İ,BAHÇEKAPILI T The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. Addicta: The Turkish Journal on Addictions. 2019; 6(3): 449 - 470. 10.15805/addicta.2019.6.3.0082
IEEE ÇEBİ A,Reisoğlu İ,BAHÇEKAPILI T "The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities." Addicta: The Turkish Journal on Addictions, 6, ss.449 - 470, 2019. 10.15805/addicta.2019.6.3.0082
ISNAD ÇEBİ, Ayça vd. "The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities". Addicta: The Turkish Journal on Addictions 6/3 (2019), 449-470. https://doi.org/10.15805/addicta.2019.6.3.0082