Sahtekarlık Sendromu ve Akademik Erteleme: Spor Bilimleri Fakültesi Öğrencileri Üzerine Bir İnceleme

Abstract

Bu araştırmanın amacı, spor bilimleri fakültesi öğrencilerinde impostör sendromu ve akademik erteleme düzeylerini belirlemek ve bu iki değişken arasındaki ilişkiyi incelemektir. Araştırma ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Selçuk Üniversitesi Spor Bilimleri Fakültesi'nde öğrenim gören 373 öğrenci (194 kadın, 179 erkek; yaş aralığı: 18 ve üzeri) kolayda örnekleme yöntemiyle araştırmaya dahil edilmiştir. Veri toplama aracı olarak Clance İmpostör Fenomeni Ölçeği ve Akademik Erteleme Ölçeği'nin Türkçe uyarlama formları kullanılmıştır. Verilerin analizinde bağımsız gruplar t-testi, tek yönlü varyans analizi (ANOVA) ve Pearson korelasyon analizi kullanılmıştır. Her iki değişkenin orta düzeyde olduğu belirlenmiştir. İmpostör sendromu ile akademik erteleme arasında düşük ancak istatistiksel olarak anlamlı pozitif bir ilişki saptanmıştır (r = .25, p < .01). Akademik erteleme düzeyi yaş gruplarına göre anlamlı farklılık göstermiş; 18–19 yaş grubunun erteleme puanları 20–21 yaş grubundan anlamlı düzeyde yüksek bulunmuştur. Cinsiyet, spor deneyimi ve öğrenim görülen bölüm değişkenlerinin her iki değişken üzerinde anlamlı bir etkisi olmadığı belirlenmiştir. Bu bulgular, spor bilimleri fakültelerinde psikolojik destek programları, erken müdahale stratejileri ve özellikle birinci sınıf öğrencilerine yönelik zaman yönetimi eğitimlerinin gerekliliğini ortaya koymaktadır.

Keywords

• Sahtekarlık sendromu
• Akademik erteleme
• Spor bilimleri öğrencileri

Impostor Syndrome and Academic Procrastination: A Study on Students of the Faculty of Sports Sciences

Abstract

The aim of this study was to determine the levels of impostor syndrome and academic procrastination among sports science faculty students and to examine the relationship between these two variables. The study employed a relational survey model. A total of 373 students (194 female, 179 male; age range: 18 years and above) enrolled at Selçuk University Faculty of Sports Sciences were included through convenience sampling. The Clance Impostor Phenomenon Scale and the Academic Procrastination Scale (Turkish-validated versions) were used as data collection instruments. Independent samples t-test, one-way ANOVA, and Pearson correlation analysis were employed for data analysis. Both variables were found to be at moderate levels. A low but statistically significant positive correlation was identified between impostor syndrome and academic procrastination (r = .25, p < .01). Academic procrastination differed significantly across age groups; the 18–19 age group exhibited significantly higher scores than the 20–21 age group. Gender, sports experience, and academic department had no significant effect on either variable. These findings indicate the need for psychological support programmes, early intervention strategies, and time management training targeting first-year students in sports science faculties.

Keywords

• Impostor syndrome
• Academic procrastination
• Sports science students

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