Okul Sporlarına Katılıma Göre Akademik Başarının Psikolojik Belirleyicileri: Lise Öğrencileri Üzerinde Kesitsel Bir Araştırma

Abstract

Bu çalışma, lise öğrencilerinde akademik başarının psikolojik belirleyicilerinin okul sporlarına katılım durumuna göre farklılaşıp farklılaşmadığını incelemeyi amaçlamaktadır. Ayrıca elde edilen bulguların, gençlerin çok yönlü gelişimini destekleyecek müdahale stratejilerine bilimsel bir temel sunması hedeflenmektedir. Çalışma grubu, Rize il merkezinde öğrenim gören toplam n=956 lise öğrencisinden oluşmuştur. Veri toplama aracı olarak; kişisel bilgi formu, Akademik Dayanıklılık Ölçeği, Okul Tükenmişlik Ölçeği ve Akademik Motivasyonsuzluk Ölçeği kullanılmıştır. Ön analizlerde verilerin normal dağılım varsayımı çarpıklık ve basıklık değerleri incelenerek değerlendirilmiştir. Tanımlayıcı istatistikler hesaplanmış, ölçekler arası ilişkiler Pearson korelasyon analizi ile incelenmiştir. Okul sporlarına katılımın akademik başarının psikolojik belirleyicileri üzerindeki rolü tek yönlü MANOVA ile test edilmiştir. Analizler SPSS v27 kullanılarak gerçekleştirilmiş, anlamlılık düzeyi p < .05 ve p < .01 olarak kabul edilmiştir. Bulgular, akademik motivasyonsuzluk ile akademik tükenmişlik arasında pozitif yönde yüksek düzeyde anlamlı bir ilişki olduğunu (r = .57); akademik dayanıklılık ile akademik motivasyonsuzluk (r =-.19) ve akademik tükenmişlik (r=-.27) arasında ise negatif yönde düşük düzeyde anlamlı ilişkiler bulunduğunu göstermektedir (p<0.01). Ayrıca, tanımlayıcı bulgular tüm ölçeklerden elde edilen puanların orta düzeylere yakın olduğunu göstermektedir. Sonuçlar, okul sporlarına katılımın lise öğrencilerinde akademik motivasyonsuzluğu, okul tükenmişliğini azaltan ve akademik dayanıklılığı artıran önemli bir koruyucu faktör olduğunu göstermektedir. Bu çerçevede, gelişimsel açıdan dengeli ve okul bağlamıyla uyumlu spor programlarının, öğrencilerin akademik dayanıklılıklarını güçlendirerek psikolojik uyumlarını ve akademik başarılarını destekleyen sürdürülebilir bir müdahale alanı sunduğu söylenebilir.

Keywords

• Okul sporları
• Akademik motivasyon
• Akademik dayanıklılık
• Akademik tükenmişlik

Supporting Institution

Bu araştırma için herhangi bir dış finansman alınmamıştır.

Ethical Statement

Recep Tayyip Erdoğan Üniversitesi Sosyal ve Beşeri Etik Kurulundan (18.02.2026 tarih ve Karar No:2026/59). Aynı zamanda Milli Eğitim Bakanlığı Araştırma Uygulama İzinleri Başvuru ve Değerlendirme Sistemi üzerinden başvuru yapılarak araştırma izni alınmıştır (10.10.2025 tarih ve MEB.TT.2025.030441.01 sayı).

Thanks

Yazarlar herhangi bir kişi veya kuruma teşekkür etmek istememektedir.

Psychological Determinants of Academic Achievement According to Participation in School Sports: A Cross-Sectional Study among High School Students

Abstract

This study aims to provide a scientific basis for intervention strategies that support adolescents’ holistic development by examining whether the psychological determinants of academic achievement differ according to participation in school sports among high school students. The study group consisted of a total of 956 high school students enrolled in the city center of Rize, Türkiye. Data were collected using a personal information form, the Academic Resilience Scale, the School Burnout Scale, and the Academic Amotivation Scale. In the preliminary analyses, the assumption of normality was evaluated by examining skewness and kurtosis values. Descriptive statistics were calculated, and relationships among variables were analyzed using Pearson correlation analysis. The role of participation in school sports on the psychological determinants of academic achievement was tested through one-way MANOVA. All analyses were conducted using SPSS v27, and the significance level was set at p < .05 and p < .01. The findings revealed a strong positive and statistically significant relationship between academic amotivation and academic burnout (r = .57, p < .01). In contrast, academic resilience was negatively and weakly associated with academic amotivation (r = −.19, p < .01) and academic burnout (r = −.27, p < .01). Additionally, descriptive findings indicated that the mean scores of all scales were at moderate levels. The results suggest that participation in school sports serves as an important protective factor by reducing academic amotivation and school burnout while enhancing academic resilience among high school students. Within this framework, developmentally balanced and school-context–aligned sports programs may be considered a sustainable area of intervention that supports students’ academic achievement and psychological adjustment by strengthening their academic resilience.

Keywords

• School sports
• Academic motivation
• Academic resilience
• Academic burnout

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