Üniversite Öğrencilerinin Çoklu Görev Davranışları ve Çoklu Görev Algıları İle Özdüzenleme Becerileri Arasındaki İlişki

Abstract

In this thesis, it is aimed to examine the relationship between multitasking and self-regulation skills of university students. Participants are 544 university students, who were selected by means of a suitable sample and participates voluntarily. Data was collected by personal information form, ”Self-Regulatory Learning Scale“, “Perceived Multitasking Questionnaire”, “Application-Based Multitask Questionnaire” and ”Activity-Based Multitask Questionnaire ”developed by the researcher. Descriptive statistics, one-way ANOVA, independent sample t-test and correlation analysis were used to analyze the data. In conclusion of the study, it is seen that the students use ”Whatsapp“, ”Youtube“ and “Instagram” applications while studying; listening to music mostly as multitasking activity while reading printed materials and playing games; reading the most printed materials and speaking by phone while studying at home; When using the Learning Management System, they use the most Learning Management Systems. It was found that there are no significant effects of the students' gender, living with parents and their academic achievement on their multitasking points. It was found that there was a negative relationship between multitask perceptions and all sub-processes of self-regulation skills except self-observation. It can be said that students have a higher level of perceptions of multitask related to performance due to their ability of watch self-observation performance. As a result, based on the productive- distractor multitasking approach, it can be argued that instead of trying to prevent multitasking among students, the focus should be to develop students' self-regulation skills so that they can do productive multitasking can be a solution for distractor multitasking