Sağlık Bilimleri Öğrencilerinin Fiziksel Aktivite Düzeyi, Depresyon Düzeyi, Bilişsel Hataları ve Akademik Başarılarının Kronotipe Göre İncelenmesi

Abstract

Amaç: Bu çalışma sağlık bilimlerinde öğrenim gören öğrencilerin fiziksel aktivite düzeyi, depresyon düzeyi, bilişsel hata düzeyi ve akademik başarısının kronotipe göre incelenmesi amacıyla gerçekleştirildi. Gereç ve Yöntem: Çalışmaya Sağlık Bilimlerinde öğrenim gören yaşları ortalaması 22,16±1,68 yıl olan; lisans eğitiminin en az son iki yılında olan 179 birey dahil edildi. Bireylere kartopu yöntemiyle online olarak ulaşıldı. Google Forms üzerinden ağırlıklı genel not ortalamaları, Uluslararası Fiziksel Aktivite Ölçeği, Beck Depresyon Ölçeği, Bilişsel Durum Ölçeği, Sabahçıllık-Akşamcıllık Anketi doldurtuldu. Sabahçıllık-Akşamcıllık anketine göre kronotipleri belirlenerek üç farklı grup oluşturuldu. Grupların kronotipine göre sonuçlar karşılaştırıldı. Sonuçlar: Sabahçıl, akşamcıl ve ara tip kronotiplerin fiziksel aktivite, depresyon ve bilişsel hata düzeyleri benzer bulundu (tüm p>0,05); bireylerin akademik başarıları arasında fark olduğu; sabahçıl tipin en yüksek, akşamcıl tipin ise en düşük olduğu belirlendi (p=0.035). Bireylerin Sabahçıllık-Akşamcıllık anketi skoru ile Bilişsel Durum Ölçeği puanı, Beck Depresyon Ölçeği puanı ve Fiziksel Aktivite Düzeyi arasında anlamlı ilişki olmadığı (p=0,324; p=0,112; p=0,603); akademik başarıları ile aynı yönlü, anlamlı ve %21’lik ilişki olduğu belirlendi (p=0,005). Tartışma: Sonuç olarak, sağlık bilimlerinde öğrenim gören öğrencilerde kronotipin tek başına dikkate alınmasının fiziksel aktiviteyi artırma, depresif belirtileri azaltma ve bilişsel hataları azaltma açısından sınırlı etkiye sahip olduğu ancak akademik başarıyı desteklemede dikkate alınması gereken bir değişken olduğu söylenebilir.

Keywords

• Sirkadiyen Ritim
• Egzersiz
• Akademik Başarı
• Öğrenciler
• Sağlık Eğitimi

Investigation of Health Sciences Students' Physical Activity Level, Depression Level, Cognitive Errors, and Academic Achievement According to Chronotype

Abstract

Purpose: This study aimed to examine the relationship between chronotype and physical activity, depression, cognitive errors, and academic achievement among health sciences students. Material and Methods: The sample included 179 undergraduate students in their final two years, with a mean age of 22.16±1.68 years. Participants were recruited online via snowball sampling. Data were collected using weighted GPAs, the International Physical Activity Questionnaire, Beck Depression Inventory, Cognitive Status Scale, and Morningness-Eveningness Questionnaire. Students were categorized as morning, evening, or intermediate types, and outcomes were compared. Results: Physical activity, depression, and cognitive error levels did not differ significantly among chronotypes (all p>0.05). Academic achievement varied: morning types had the highest GPAs, evening types the lowest (p=0.035). Chronotype score showed no significant associations with depression, cognition, or physical activity (p=0.112; p=0.324; p=0.603). A positive association was found between chronotype and academic achievement, explaining 21% of the variance (p=0.005). Conclusion: Chronotype has limited effect on physical activity, depression symptoms, and cognitive errors among health sciences students. However, it significantly influences academic performance, with morning orientation linked to higher achievement. Therefore, considering chronotype may help support students’ academic success.

Keywords

• Circadian Rhythm
• Exercise
• Academic Success
• Students
• Health Education

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