dc.contributor.author | Berber Çelik, Ç. | |
dc.contributor.author | Odaci, H. | |
dc.date.accessioned | 2020-12-19T20:18:27Z | |
dc.date.available | 2020-12-19T20:18:27Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 0306-9885 | |
dc.identifier.uri | https://doi.org/10.1080/03069885.2020.1803211 | |
dc.identifier.uri | https://hdl.handle.net/11436/4520 | |
dc.description.abstract | The purpose of this research was to determine the effects of attachment styles and academic procrastination on subjective well-being in university students. In line with the causal research design, the study group consisted of 733 university students, 513 female and 220 male. The Subjective Well-Being Scale, the Academic Procrastination Scale, the Relationship Scales Questionnaire and a Personal Information Form were used for data collection. Data were subjected to path analysis. The findings from the study show that a preoccupied attachment style has a direct, positive effect on academic procrastination, while academic procrastination has a direct, negative effect on subjective well-being. We concluded that a preoccupied attachment style has an indirect effect on subjective well-being. © 2020 Informa UK Limited, trading as Taylor & Francis Group. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Routledge | en_US |
dc.rights | info:eu-repo/semantics/closedAccess | en_US |
dc.subject | academic procrastination | en_US |
dc.subject | attachment styles | en_US |
dc.subject | Subjective well-being | en_US |
dc.title | Subjective well-being in university students: what are the impacts of procrastination and attachment styles? | en_US |
dc.type | article | en_US |
dc.contributor.department | RTEÜ | en_US |
dc.identifier.doi | 10.1080/03069885.2020.1803211 | |
dc.relation.journal | British Journal of Guidance and Counselling | en_US |
dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |