International Conference on Education and Educational Psychology (ICEEPSY 2010) Effects of Academic Procrastination on College Students’ Life Satisfaction

AbstractThe aim of this study was to examine the effect of procrastination on students’ life satisfaction among a group of college students. In this regard, Tuckman Procrastination Scale and Satisfaction with Life Scale were administered to 314 (214 female, 100 male) college students. The average age of the participants was 20.76 (SD=1.97) with an age range between 17 and 27. The results of the preliminary analysis showed that 38% (119) of the students claimed to be frequent procrastinator, with male students reporting more frequent procrastination than female students do. Results of the ANOVA yielded a significant difference for academic procrastination level on satisfaction with life score. Specifically, procrastinators reported to have lower life satisfaction score than do non-procrastinators

Non-Destructive Investigation of Bulk Residual Stress in Automobile Brake Pads with its Service Life

Automobile brake systems transform kinetic energy into heat for the purpose of speed control. During this operation, rapid heating and cooling cycles cause the formation of residual stress in the brake pad backing plate. In this study, the relation between residual stress magnitude and the operation period is investigated to predict the service life of brake pads. Residual stresses are calculated related to longitudinal ultrasonic wave velocity variations which are measured non-destructively using cost effective and accurate immersion ultrasonic technique. Finally, a mathematical model is developed to predict residual stress in brake pad backing plates related to operation period

O impacto de um protocolo transdiagnóstico de prevenção de ansiedade e depressão em adolescentes

The present study examined the benefit of a transdiagnostic prevention program, Super Skills for Life – adolescent version (SSL-A), among adolescents with internalizing and externalizing problems in two types of school settings (mainstream school and pupil referral unit) using a randomized waitlist-controlled trial (RCT). The main aims were to examine the effects of the SSL-A in reducing internalizing and externalizing problems in adolescents, and to identify the moderating role of gender, age, and school type on the intervention outcome. The RCT involved 112 adolescents aged 11 to 14 years old, randomly allocated to either an SSL-A intervention group or a waitlist-control group (WLC). Adolescents in the intervention group participated immediately in the SSL-A, whereas adolescents in the WLC group received the intervention after the intervention group completed the six months follow-up assessment. Results showed that internalizing and externalizing problems were significantly reduced from pre-test to follow-up assessments. Gender, age and school setting moderated the intervention outcome. Specifically, males, younger adolescents and adolescents from mainstream schools showed a significant reduction over time on both internalizing and externalizing problems. Although SSL was designed to target internalizing problems, this study shows that it also had positive effects on adolescents with internalizing and externalizing problems. This study provides evidence for the benefits of a transdiagnostic prevention program for internalizing and externalizing problems in two types of school settings.O presente estudo explorou a eficácia do programa transdiagnóstico de prevenção, Super Skills for Life – versão adolescente (SSL-A), em adolescentes com problemas internalizantes e externalizantes em dois tipos de escolas (escolas públicas convencionais e pupil referral units) usando um estudo randomizado controlado com lista de espera (RCT). Os objetivos principais consistiram em examinar os efeitos do SSL-A na redução de problemas internalizantes e externalizantes em adolescentes, e identificar o papel moderador do género, idade e tipo de escola nos resultados da intervenção. O RCT envolveu 112 adolescentes, entre os 11 e os 14 anos, distribuídos aleatoriamente para o grupo de intervenção SSL-A ou para o grupo de lista de espera. Os adolescentes do grupo de intervenção participaram imediatamente no programa SSL-A, enquanto os adolescentes do grupo de espera receberam a intervenção após o grupo de intervenção ter completado a avaliação do seguimento de seis meses. Os resultados mostraram que os problemas de internalização e externalização foram significativamente reduzidos do pré-teste para as avaliações de seguimento. O género, a idade e o tipo de escola moderaram os resultados da intervenção. Mais especificamente, rapazes, adolescentes mais novos e adolescentes de escolas convencionais mostraram uma redução significativa de problemas internalizantes e externalizantes ao longo do tempo. Embora o SSL tenha sido desenhado para os problemas de internalização, este estudo mostrou que o programa também teve efeitos positivos nos adolescentes com problemas de internalização e externalização

Investigating Measurement Invariance under Different Missing Value Reduction Methods

This study aims to comparatively examine the resultant findings by testing the measurement invariance with structural equation modeling in cases where the missing data is handled using the expectation-maximization (EM), regression imputation, and mean substitution methods in the complete data matrix and the 5% missing data matrix that is randomly obtained from the same matrix. The data were collected from 2822 students. Of these students, who participated in the study, 1338 (49.2%) were females while 1434 (50.8%) were males. The data were collected using the “School Attitude Scale” developed by Alıcı (2013). In this study, the measurement invariance was tested with structural equation modeling in the complete data matrix and in cases of handling the missing data it was tested using EM, Regression-Based Imputation, and Mean Substitution methods. In the present study the measurement invariance decisions taken for the complete data matrix coincide with the mean substitution method in all sub-factors, with regression imputation from the other suggested methods in two sub-factors, and with expectation-maximization in one sub-factor. It was concluded that different data imputation methods change measurement invariance decisions, considering all the factors. The three techniques provided consistent results only in one sub-dimension. The ways of dealing with the missing data change the results; thereby, increasing fundamental studies in this regard is necessary. With reference to these results, it would be worthwhile to study different missing data structures and different proportions of missing data in terms of invariance decisions

Perception Scale for Female Performance Athletes: Validity and reliability study: Kadın Performans Sporcularına Yönelik Algı Ölçeği: Geçerlik ve güvenirlik çalışması

Objective: The aim of this study is to develop a valid and reliable scale that measures the perceptions of performance sports spectators towards female athletes participating in performance sports. Method:"Qualitative and quantitative steps" were used in the process of creating the scale. The Davis technique was utilized to calculate the scope validity index after expert evaluations of the 60-item form. Exploratory Factor Analysis (EFA) was conducted on 423 individuals who are performance sports viewers in order to determine potential factors. Basic assumptions of EFA, including linearity, multicollinearity, sample size, missing data, normality, and factorability of the data, were tested. To assess the psychological structure validity of the scale, data were collected from 307 individuals using the revised form derived from the EFA, and Confirmatory Factor Analysis (CFA) was performed. Standardized load values of sub-dimensions, estimated error variances associated with variables, and model goodness-of-fit values were examined during the CFA. Following the CFA, the reliability, convergent validity, and divergent validity of the scale were calculated. Findings: After calculating the content validity index, 16 items with a content validity ratio below 0.80 were removed. The resulting scale consisted of 44 items on a 5-point Likert scale. Following an exploratory factor analysis (AFA), 17 items were eliminated from the scale, resulting in a final structure comprising 27 items grouped into 4 dimensions "Cultural Value Judgments", "Integration with Social Support", "Body Perception" and "Media Interest". Due to insufficient representation of the 4th factor, it was decided to remove it from the scale, and one item was excluded from the scale due to redundancy. As a result of these procedures, a final structure with 23 items and 3 dimensions was obtained. The three-factor structure consisting of 23 items was confirmed as a validated model. Result: Upon examining the results, it has been concluded that the Perception Scale for Female Performance Athletes is a valid and reliable scale for measuring the perception towards female athletes participating in performance sports. (Extended English summary is at the end of this document)   Özet   Amaç: Bu çalışmanın amacı; performans sporu izleyicilerinin elit sporlara katılan kadın sporculara yönelik toplumsal cinsiyet temelli algılarını ölçen geçerli ve güvenilir bir ölçek geliştirmektir. Yöntem: Ölçek formunun oluşturulması sürecinde “niteliksel ve niceliksel adımlardan”  yararlanılmıştır. 60 maddelik formdan uzman değerlendirmeleri sonrası kapsam geçerlik indeksi hesaplanması için Davis tekniği kullanılmıştır. Olası faktörlerin belirlenmesinde kullanılan Açımlayıcı Faktör Analizi (AFA) için performans sporu izleyicisi olan 423 kişiye uygulanmıştır. AFA’nın temel sayıltıları olan doğrusallık, çoklu bağlantı problemi, örneklem büyüklüğü ve kayıp veri, normallik ve R’nin faktörlenebilirliği sınanmıştır. Ölçeğin psikolojik yapı geçerliliğini incelemek amacıyla AFA sonrasında oluşan form ile 307 kişi üzerinde yeniden veri toplanmış, sayıltılar test edilmiş Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. DFA sonucunda alt boyutlara ait standardize yük değerleri, değişkenlere ilişkin kestirilen hata varyansları ve model uyum iyiliği değerlerine bakılmıştır. DFA sonrasındaölçeğin birleştirici güvenirlik, yakınsak ve ıraksak geçerliği hesaplanmıştır. Bulgular: Kapsam geçerlik indeksi hesaplamaları sonrasında kapsam geçerlik oranı 0.80’nin altında olan 16 madde çıkarılmıştır. Oluşturulan 44 maddelik ve 5’li likert tipindeki ölçek AFA sonucunda 17 madde ölçek formundan çıkarılmış ve  “Kültürel Değer Yargıları”, “Sosyal Destekle Bütünleşme”, “Beden Algısı” ve “Medya İlgisi” olarak isimlendirilen 4 boyutlu toplam 27 maddeden oluşan yapı elde edilmiştir. 4. Faktörel temsilin yetersizliği nedeniyle ölçek formundan çıkarılmasına karar verilmiş ve bir maddenin binişik olması sebebiyle ölçek formundan atılmıştır. Bu işlemler sonucunda toplam 23 madde ve 3 boyuttan oluşan bir yapı elde edilmiştir. 23 maddeden oluşan ölçeğin 3 faktörlü yapısı bir model olarak doğrulanmıştır. Sonuç: Bulgular incelendiğindeKadın Performans Sporcularına Yönelik Algı Ölçeği’ninperformans sporlarına katılan kadın sporculara yönelik algıyı ölçmede geçerli ve güvenilir bir ölçek olduğu sonucuna varılmıştır

Using Generalizability Theory to Assess the Score Reliability of Communication Skills of Dentistry Students

The goal of this study is to determine the reliability of the performance points of dentistry students regarding communication skills and to examine the scoring reliability by generalizability theory in balanced random and fixed facet (mixed design) data, considering also the interactions of student, rater and duty. The study group of the research consists of the 16 dentistry students who took communication skills elective course in Hacettepe University in 2014-2015 academic year. In the study, the variability sources are taken as student (s), rater (r), occupation (o) and task (t). 16 students are assigned with 16 different duties and whether the students fulfill the duties is rated by 8 raters from two different occupation groups, 4 standard patients and 4 academicians. On these facets using different designs G study has been performed. Within the scope of this study the sxrxt design where all variability sources are crossed; sx(o:r)xt design where the occupation nested on rater as the result of scoring of the students by two different occupation groups as standard patient and academicians; sxaxt and sxspxt facets where rater facet is taken as fixed facet according to occupation groups (sp: Standard Patient, a: Academician) were examined. For each design estimated variance components are discussed separately

Academic procrastination and test anxiety

Bu çalışmanın amacı, akademik erteleme davranışı ve sınav kaygısı arasındaki ilişkiyi incelemektir. Bu doğrultuda, veri toplama aracı olarak kullanılan Erteleme Davranışı Değerlendirme Ölçeği ve Sınav Kaygısı Envanteri 109 (61 kız, 48 erkek) lisans öğrencisine uygulanmıştır. Çalışmaya katılan öğrenciler 17-29 yaşları arasında olup, yaş ortalamaları 19.9 dur. Çalışmanın sonuçları, öğrencilerin akademik erteleme davranışı ortalamasının 34.5 (SS = 5.4) ve sınav kaygısı ortalamasının 43.0 (SS = 12.2) olduğunu göstermektedir. Cinsiyet farkına yönelik olarak yapılan analiz sonuçları, akademik erteleme davranışına ilişkin bir farklılığa işaret etmezken; kız öğrencilerin (M = 45.7; SS = 13.2) erkek öğrencilerden (M = 39.6; SS = 9.9) daha fazla sınav kaygısına sahip olduğunu göstermiştir. Faktör analizi bulguları, çalışmaya katılan öğrencilerin erteleme nedenlerinin Başarısızlık korkusu, Risk Alma Davranışı, Kontrol Edilmeye Karşı İsyan ve Tembellik nedenleri üzerinde yoğunlaştığını ortaya koymuştur. Öğrencilerin akademik alanlarda gösterdikleri erteleme davranışı sebeplerinden başarısızlık korkusu ve sınav kaygısı arasında (r = .34) anlamlı bir ilişki olduğu çalışmanın diğer bulguları arasındadır.The present study aimed at examining relationship between academic procrastination and test anxiety. In this respect, Procrastination Assessment Scale-Student and Test Anxiety scales were used as the data collection instrument and administered to 106 (61 female, 45 male) university students. The mean age of the participants was 19.7 and age ranged from 17 to 22. The results of the analysis showed that means of academic procrastination and test anxiety scores were 34.5 (SD = 5.4) and 43.0 (SD = 12.2) respectively. Analysis of gender difference revealed a significance difference on test anxiety; however, any significant gender difference was found on academic procrastination and self-esteem score of the students. The results of the factor analysis showed that students’ self-reported reasons of academic procrastination were fear of failure, risk taking, rebellion against control, and laziness. Significant relationships among the subscales of test anxiety and reasons of academic procrastination were found, however, any correlation was found between academic procrastination and test anxiety of students