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INVESTIGATION OF ACADEMIC SELF-EFFICACY ACCORDING TO PERCEPTIONS OF SPORTS HIGH SCHOOL STUDENTS

Yıl 2021, Cilt: 31 Sayı: 2, 607 - 613, 20.05.2021
https://doi.org/10.18069/firatsbed.863204

Öz

This study aims to investigate academic self-efficacy according to the perceptions of students who studied in sports high schools. The study covered a sample of 538 students, who were randomly chosen and studied in Elazığ Sports High School, Malatya Sports High School, and Mardin Sports High School. The data were collected from the sample of the study by using the “Academic Self-Efficacy Scale”. The data were analyzed by using the licensed SPSS 22.0 package software. As a result of the investigations, no differences were observed in terms of the variables of gender, grade level of education, father’s education level, mother’s education level, and family’s monthly income level (p>0.05). In the education period, statistically significant differences were determined according to the variable of the place of residence (p<0.05). In conclusion, supporting academic self-efficacy in sports high school students, especially developing academic planning skills, can contribute to reducing academic procrastination behaviors. In both educational and other guidance activities to be held in these educational institutions, studies that emphasize improving the academic self-efficacy of students can be conducted.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

  • Acar, H., Çakır, M.A. (2015). The investigation of high school students' burnout levels: yeşilova township case. Mehmet Akif Ersoy University Journal of Education Faculty, 34, p. 152-168.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100-112.
  • Byrne, B.M., Shavelson, R.J. (1986). On the structure of adolescent selfconcept. Journal of Educational Psychology, 78 (6), 474
  • Byrne, B.M. (2002). Validating measurement and structure of self-concept: Snapshots of past, present and future research. American Psychologist, 57, 897-909.
  • Chapman, J.W., Lambourne, R., Silva, P.A. (1990). Some antecedents of academic self‐concept: A longitudinal study. British Journal of Educational Psychology, 60(2), 142-152. Çağlar, A. (2010). The attitudes and academic self-concepts towards science course of 6.7. and 8th grade students. Master Thesis, Institute of Science, 18 Mart University, Çanakkale
  • Ekici, G. (2008). The effects of the classroom management lesson on preservice teachers’ teacher sense of self-efficacy. Hacettepe University Journal of Education, 35: 98-110.
  • Ercan, S. (2007). Comparing elementary teachers' scientific process skills and scientific self-efficacy levels: As a sample of Usak province. Master Thesis, Social Sciences Institute, Kocatepe University, Afyon.
  • Gabriela, O.V., Guadalupe, A.T., Lagunes, R., Isabel, L. (2014). Development of an academic self-concept for adolescents (asca) scale. Journal of Behavior, 117-130.
  • Gerçek, C., Yılmaz, M., Köseoğlu, P., Soran, H. (2006). Biology teaching self-efficacy beliefs of the teacher candidates. Ankara University, Journal of Faculty of Educational Sciences, 39 (1), 57-73.
  • Keskin, Ü.G., Orgun, F. (2006). Studying the strategies of students' coping with the levels of self-efficacy-sufficiency. Anatolian Journal of Psychiatry, 7 (2), 92-99.
  • Kirk, G. (2000). The relationship of attitudes toward science, cognitive style, and self-concept to achievement ın chemistry at the secondary school level. Unpublished doctoral dissertation, Florida International University, Miami, Florida.
  • Korkmaz, H., Kaptan, F. (2002). The effects of project-based learning on elementary school students' academic achievement, academic self-concepts and study time in science education. Hacettepe University Journal of Education Faculty, 22: 91-97.
  • Kuzgun, Y. (1996). Academic self-concept scale handbook, 1. Edition. Turkish Ministry of Education Press, İstanbul
  • Marsh, H.W., Byrne, B.M., Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80(3), 366.
  • Milli Eğitim Bakanlığı. (2009). Güzel sanatlar ve spor lisesi yönetmeliği (trans.: Fine arts and sports high school regulations). Official Gazette No: 27260, Access: https://www.resmigazete.gov.tr/eskiler/2009/06/20090616-7.htm. Access Date: 20 November 2020.
  • Muijs, R.D. (1997). Predictors of academic achievement and academic self‐concept: A longitudinal perspective. British Journal of Educational Psychology, 67(3), 263-277.
  • Pehlivan, H., Köseoğlu, P. (2011). Attitudes towards mathematics course and the academic self-concept of the students attending at Ankara science high school. Dokuz Eylül University, The Journal of Buca Faculty of Education, 31, 153-167.
  • Preckel, F., Brüll, M. (2010). The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept. Learning and Individual Differences, 20 (5), 522- 531.
  • Tepeköylü, Ö., Soytürk, M., Çamlıyer, H. (2009). Examining the levels of perception of communication skills in physical education and sports college (pesc) students in terms of pre-determined variables, Spormetre The Journal Of Physical Education and Sport Sciences, 7 (3), 115-124.
  • Savcı, M. (2013). A study for examining psychological symptoms of boarding and day students in boarding schools. Master Thesis, Institute of Education Sciences, Atatürk University, Erzurum.
  • Sevilmiş, D. F. (2006). The effect of academic self-concept and attitude on success in the rule of central İzmir 9. grade high school students on konak town İzmir city basis. Master Thesis, Institute of Education Sciences, Dokuz Eylül University, İzmir. Tekeli, Ş. G. (2010). A comparison between senior high school students and college students: Academic self-efficacy, locus of control, coping with stress and problem-solving. PhD Thesis, Social Sciences Institute, Ankara University, Ankara.
  • Uğurlu, Y. (2014). Türkiye’nin yatılı çocuklar/öğrenciler karnesi (trans.: Turkey’s boarding children / students pass. Journal of Education Overview Access: https://www.ebs.org.tr/ebs_files/files/yayinlarimiz/egitimebakis30.pdf, Access Date: 20 November 2020.
  • Uyanık B. G., Akman. B. (2004). The Level Of Self-Esteem In High -School Students Of Different Socio-Economic Status. Fırat University Journal of Social Science, 14(2): 175-183.
  • Yanal, S. (2019). Investigations of the attitudes of Turkish and Syrian secondary school students' acquisitions, attitudes and academic self-concept for visual arts lessons. Master Thesis, Institute of Education Sciences, Necmettin Erbakan University, Konya.
  • Yavuzer, H. (2004), Ana baba ve çocuk (trans.: Parents and children), 4. Edition. Remzi Bookstore, İstanbul
  • Yılmaz, M., Gürçay, D., Ekici, G. (2007). Adaptation of the academic self-efficacy scale to Turkish. Hacettepe University, Journal of Education, 33, 253-259.
  • Yılmaz, A. (2012). The purpose of this study to evaluate the boarding primary school problems in terms of student perception. Gaziantep University Journal of Social Sciences, 11 (3): 659 -679.

SPOR LİSESİ ÖĞRENCİLERİNİN GÖRÜŞLERİNE GÖRE AKADEMİK BENLİK YETERLİKLERİNİN İNCELENMESİ

Yıl 2021, Cilt: 31 Sayı: 2, 607 - 613, 20.05.2021
https://doi.org/10.18069/firatsbed.863204

Öz

Bu araştırma, spor liselerinde eğitim alan öğrencilerin görüşleri doğrultusunda akademik benlik düzeylerini tespit etmek amacıyla yapılmıştır. Araştırma grubu Elazığ Spor Lisesi, Malatya Spor Lisesi ve Mardin Spor Lisesi’nde rastgele yöntemle seçilmiş 538 öğrenciden meydana gelmektedir. Araştırma grubundan “Akademik Benlik Yeterliği Ölçeği” kullanılarak veriler elde edilmiştir. Veriler lisanslı SPSS 22.0 paket programı kullanılarak analiz edilmiştir. Araştırma sonucunda, cinsiyet değişkeni, eğitim aldıkları sınıf düzeyi, anne ve baba eğitim durumu ve aile gelir durumu değişkenlerine göre bir farklılık elde edilmemiştir (p>0.05). Eğitim sürecinde ikametgâh değişkenine göre istatistiksel anlamda farklılık elde edilmiştir (p<0.05). Sonuç olarak, spor lisesi öğrencilerinin akademik benliklerinin desteklenmesiyle, akademik planlama yeteneklerinin artırılmasına ve akademik ertelemeye yönelik davranışlarının azaltılmasına katkı sağlayabilir. Bu eğitim kurumlarında yürütülecek eğitimsel ve diğer rehberlik aktivitelerinde, öğrencilerin akademik benlik algılarının artırılmasına yönelik faaliyetler üzerine odaklanılabilir.

Proje Numarası

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Kaynakça

  • Acar, H., Çakır, M.A. (2015). The investigation of high school students' burnout levels: yeşilova township case. Mehmet Akif Ersoy University Journal of Education Faculty, 34, p. 152-168.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100-112.
  • Byrne, B.M., Shavelson, R.J. (1986). On the structure of adolescent selfconcept. Journal of Educational Psychology, 78 (6), 474
  • Byrne, B.M. (2002). Validating measurement and structure of self-concept: Snapshots of past, present and future research. American Psychologist, 57, 897-909.
  • Chapman, J.W., Lambourne, R., Silva, P.A. (1990). Some antecedents of academic self‐concept: A longitudinal study. British Journal of Educational Psychology, 60(2), 142-152. Çağlar, A. (2010). The attitudes and academic self-concepts towards science course of 6.7. and 8th grade students. Master Thesis, Institute of Science, 18 Mart University, Çanakkale
  • Ekici, G. (2008). The effects of the classroom management lesson on preservice teachers’ teacher sense of self-efficacy. Hacettepe University Journal of Education, 35: 98-110.
  • Ercan, S. (2007). Comparing elementary teachers' scientific process skills and scientific self-efficacy levels: As a sample of Usak province. Master Thesis, Social Sciences Institute, Kocatepe University, Afyon.
  • Gabriela, O.V., Guadalupe, A.T., Lagunes, R., Isabel, L. (2014). Development of an academic self-concept for adolescents (asca) scale. Journal of Behavior, 117-130.
  • Gerçek, C., Yılmaz, M., Köseoğlu, P., Soran, H. (2006). Biology teaching self-efficacy beliefs of the teacher candidates. Ankara University, Journal of Faculty of Educational Sciences, 39 (1), 57-73.
  • Keskin, Ü.G., Orgun, F. (2006). Studying the strategies of students' coping with the levels of self-efficacy-sufficiency. Anatolian Journal of Psychiatry, 7 (2), 92-99.
  • Kirk, G. (2000). The relationship of attitudes toward science, cognitive style, and self-concept to achievement ın chemistry at the secondary school level. Unpublished doctoral dissertation, Florida International University, Miami, Florida.
  • Korkmaz, H., Kaptan, F. (2002). The effects of project-based learning on elementary school students' academic achievement, academic self-concepts and study time in science education. Hacettepe University Journal of Education Faculty, 22: 91-97.
  • Kuzgun, Y. (1996). Academic self-concept scale handbook, 1. Edition. Turkish Ministry of Education Press, İstanbul
  • Marsh, H.W., Byrne, B.M., Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80(3), 366.
  • Milli Eğitim Bakanlığı. (2009). Güzel sanatlar ve spor lisesi yönetmeliği (trans.: Fine arts and sports high school regulations). Official Gazette No: 27260, Access: https://www.resmigazete.gov.tr/eskiler/2009/06/20090616-7.htm. Access Date: 20 November 2020.
  • Muijs, R.D. (1997). Predictors of academic achievement and academic self‐concept: A longitudinal perspective. British Journal of Educational Psychology, 67(3), 263-277.
  • Pehlivan, H., Köseoğlu, P. (2011). Attitudes towards mathematics course and the academic self-concept of the students attending at Ankara science high school. Dokuz Eylül University, The Journal of Buca Faculty of Education, 31, 153-167.
  • Preckel, F., Brüll, M. (2010). The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept. Learning and Individual Differences, 20 (5), 522- 531.
  • Tepeköylü, Ö., Soytürk, M., Çamlıyer, H. (2009). Examining the levels of perception of communication skills in physical education and sports college (pesc) students in terms of pre-determined variables, Spormetre The Journal Of Physical Education and Sport Sciences, 7 (3), 115-124.
  • Savcı, M. (2013). A study for examining psychological symptoms of boarding and day students in boarding schools. Master Thesis, Institute of Education Sciences, Atatürk University, Erzurum.
  • Sevilmiş, D. F. (2006). The effect of academic self-concept and attitude on success in the rule of central İzmir 9. grade high school students on konak town İzmir city basis. Master Thesis, Institute of Education Sciences, Dokuz Eylül University, İzmir. Tekeli, Ş. G. (2010). A comparison between senior high school students and college students: Academic self-efficacy, locus of control, coping with stress and problem-solving. PhD Thesis, Social Sciences Institute, Ankara University, Ankara.
  • Uğurlu, Y. (2014). Türkiye’nin yatılı çocuklar/öğrenciler karnesi (trans.: Turkey’s boarding children / students pass. Journal of Education Overview Access: https://www.ebs.org.tr/ebs_files/files/yayinlarimiz/egitimebakis30.pdf, Access Date: 20 November 2020.
  • Uyanık B. G., Akman. B. (2004). The Level Of Self-Esteem In High -School Students Of Different Socio-Economic Status. Fırat University Journal of Social Science, 14(2): 175-183.
  • Yanal, S. (2019). Investigations of the attitudes of Turkish and Syrian secondary school students' acquisitions, attitudes and academic self-concept for visual arts lessons. Master Thesis, Institute of Education Sciences, Necmettin Erbakan University, Konya.
  • Yavuzer, H. (2004), Ana baba ve çocuk (trans.: Parents and children), 4. Edition. Remzi Bookstore, İstanbul
  • Yılmaz, M., Gürçay, D., Ekici, G. (2007). Adaptation of the academic self-efficacy scale to Turkish. Hacettepe University, Journal of Education, 33, 253-259.
  • Yılmaz, A. (2012). The purpose of this study to evaluate the boarding primary school problems in terms of student perception. Gaziantep University Journal of Social Sciences, 11 (3): 659 -679.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Eğitim Bilimleri
Yazarlar

Abdullah Bingölbalı 0000-0003-4935-2480

Yunus Emre Karakaya 0000-0002-9858-2103

Proje Numarası -
Yayımlanma Tarihi 20 Mayıs 2021
Gönderilme Tarihi 17 Ocak 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 31 Sayı: 2

Kaynak Göster

APA Bingölbalı, A., & Karakaya, Y. E. (2021). INVESTIGATION OF ACADEMIC SELF-EFFICACY ACCORDING TO PERCEPTIONS OF SPORTS HIGH SCHOOL STUDENTS. Firat University Journal of Social Sciences, 31(2), 607-613. https://doi.org/10.18069/firatsbed.863204