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

Öz

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.

Anahtar Kelimeler

• Sahtekarlık sendromu
• Akademik erteleme
• Spor bilimleri öğrencileri

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

Öz

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.

Anahtar Kelimeler

• Impostor syndrome
• Academic procrastination
• Sports science students

Kaynakça

1. 1. Khan S, Alzakari M, Alsuhaibani R, Alkanhal A, Alghanmi A, Alabdulkarim A, et al. Assessment of chronic procrastination in Saudi Arabia: a cross-sectional study. BMC Psychol. 2025;13(1):414. doi: 10.1186/s40359-025-02764-3
2. 2. Bravata DM, Watts SA, Keefer AL, Madhusudhan DK, Taylor KT, Clark DM, et al. Prevalence, predictors, and treatment of impostor syndrome: a systematic review. J Gen Intern Med. 2020;35(4):1252-75. doi: 10.1007/s11606-019-05364-1
3. 3. Şahin EE, Uslu Gülşen F. Clance Impostor Phenomenon Scale (CIPS): adaptation and validation in Turkish university students. Psycho Educ Res Rev. 2022;11(1):270-82. doi: 10.52963/PERR_Biruni_V11.N1.17
4. 4. Steel P. The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychol Bull. 2007;133(1):65-94. doi: 10.1037/0033-2909.133.1.65
5. 5. Clance PR, Imes SA. The impostor phenomenon in high achieving women: dynamics and therapeutic intervention. Psychotherapy (Chic). 1978;15(3):241-7. doi: 10.1037/h0086006
6. 6. Huecker MR, Shreffler J, McKeny PT, Davis D. Imposter phenomenon. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023. Available from: https://www.ncbi.nlm.nih.gov/books/NBK585058/
7. 7. Rozental A, Forsström D, Hussoon A, Klingsieck KB. Procrastination among university students: differentiating severe cases in need of support from less severe cases. Front Psychol. 2022;13:783570. doi: 10.3389/fpsyg.2022.783570
8. 8. Çakıcı DÇ. Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi [yüksek lisans tezi]. Ankara: Ankara Üniversitesi; 2003.

9. 9. Balkıs M, Duru E. Akademik Erteleme Ölçeği'nin Kısa Formunun psikometrik özelliklerinin incelenmesi. Pamukkale Eğit Fak Derg. 2022;54:410-25. doi: 10.9779/pauefd.952291
10. 10. Çiftçi İ. Akıllı telefon bağımlılığı ve akademik erteleme: spor bilimleri öğrencileri üzerine bir araştırma. Yalova Üniv Spor Bilim Derg. 2023;2(3):245-57.
11. 11. Topal H, Samur Y. The interplay of academic procrastination, self-generated stress, and self-reported bruxism among medical and dental students: a cross-sectional study. BMC Psychol. 2024;12(1):560. doi: 10.1186/s40359-024-02105-w
12. 12. Aygün N, Topkaya N. Akademik erteleme ve akademik mükemmeliyetçilik ile psikolojik iyi oluş arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniv Eğit Fak Derg. 2022;(61):189-208. doi: 10.21764/maeuefd.959606
13. 13. Maftei A, Dumitriu A, Holman AC. "They will discover I'm a fraud!" The impostor syndrome among psychology students. Stud Psychol (Bratisl). 2021;63(4):337-51. doi: 10.31577/sp.2021.04.831
14. 14. Wang J, Li L. The impostor phenomenon among doctoral students: a scoping review. Front Psychol. 2023;14:1233434. doi: 10.3389/fpsyg.2023.1233434
15. 15. Pákozdy C, Askew J, Dyer J, Gately P, Martin S, Jones M. The imposter phenomenon and its relationship with self-efficacy, perfectionism and happiness in university students. Curr Psychol. 2024;43(6):5153-62. doi: 10.1007/s12144-023-04672-4
16. 16. Lu J, Yue P, Zhang B, Sun Y. The effect of supervisor support on academic procrastination among Chinese doctoral students: mediation and moderation effects of impostor syndrome and neuroticism. Res Sq. 2025. doi: 10.21203/rs.3.rs-5820687/v1
17. 17. Certel Z, Kozak M. The examination of relationships between academic self-efficacy, academic procrastination, and locus of academic control of athletes in different sports. Sport J. 2017;20(3). Available from: https://thesportjournal.org/article/examination-of-relationships-between-academic-self-efficacy/
18. 18. Ahmady S, Karimi Moonaghi H, Kheradmand A. Determinants of educational procrastination among medical students at Shahid Beheshti University of Medical Sciences. J Adv Med Educ Prof. 2025;13(1):67-75. doi: 10.30476/jamp.2024.104251.2047
19. 19. Jansson A, Boman J, Schéle I, Holmström S, Rozental A, Semb O, et al. Impostor phenomenon and its association with perceived stress and anxiety among students in medical and social sciences at a Swedish university. Front Med (Lausanne). 2025;12:1623792. doi: 10.3389/fmed.2025.1623792
20. 20. Karasar N. Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. 34. Baskı. Ankara: Nobel Akademik Yayıncılık; 2019.
21. 21. Clance, P. R. The impostor phenomenon: Overcoming the fear that haunts your success. Peachtree. 1985.
22. 22. McCloskey JD. Finally, my thesis on academic procrastination [Master's thesis]. ProQuest, UMI Dissertations Publishing; 2011. (No. 1506326).
23. 23. Tabachnick BG, Fidell LS. Using multivariate statistics. 6th ed. Boston, MA: Pearson; 2013.
24. 24. Kaya-Saylam D, Çamlıyer H, Çamlıyer H, Ekim N. Spor bilimleri fakültesi öğrencilerinin akademik erteleme düzeylerinin incelenmesi. Ulusal Spor Bilim Derg. 2021;5(2):146-53.
25. 25. Miljkovic K, Wang WL, Vorpe K, Valente T, Ward RM. Imposter syndrome and alcohol use among graduate students: an exploratory study. Alcohol. 2025;130:33-9. doi: 10.1016/j.alcohol.2025.11.006
26. 26. Buckner J, Vargo L, Knox A. Imposter syndrome and cannabis-related problems: the roles of social anxiety and coping-motivated cannabis use. Subst Use Misuse. 2025;1-7. doi: 10.1080/10826084.2025.2586660
27. 27. Santos Â, Cardoso C, Pereira M. "I still have time": self-efficacy as a mediator in the association between the type of motivation and academic procrastination among PhD students. Psychol Rep. 2025. doi: 10.1177/00332941251399135
28. 28. Wang M, Yang M, Li X, Li J, Zhang X, Zhang Y, et al. The interplay between perceived stress, academic control, achievement motivation, and procrastination among nursing graduate students: a network analysis. Nurse Educ Today. 2025;154:106850. doi: 10.1016/j.nedt.2025.106850
29. 29. Caceres-Ravelo KE, Huanqui-Aliaga KBH, Adriano-Rengifo CE, Sairitupa-Sanchez LZ, Morales-García WC. Factorial validation and invariance of the Academic Procrastination Scale in Colombian students. BMC Psychol. 2024;12(1):790. doi: 10.1186/s40359-024-02310-7
30. 30. Zhou X, Zhang M, Chen L, Li B. Cross-lagged analysis of mobile phone addiction, bedtime procrastination, and exercise self-efficacy among university students. J Exerc Sci Fit. 2025;23(4):333-40. doi: 10.1016/j.jesf.2025.07.003
31. 31. Rowell H, Schroeder MN, Howard MS, Murphy JA. Identification of risk factors for impostor phenomenon among healthcare professional students. Curr Pharm Teach Learn. 2025;18(2):102524. doi: 10.1016/j.cptl.2025.102524
32. 32. Akbay SE, Gizir CA. Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: Akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniv Eğit Fak Derg. 2010;6(1):60-78.
33. 33. Balkıs M, Duru E. Gender Differences in Procrastination and Subjective Well-Being: A Cross-Sectional Study Among Students and Non-Students. Psychol Rep. 2026;129(2):1077-1101. doi:10.1177/00332941241253588
34. 34. Mergan B, Uğraş S, Aktaş Üstün N. İnternet bağımlılığının akademik erteleme davranışı üzerindeki yordayıcı etkisinin incelenmesi. SPORMETRE Beden Eğit Spor Bilim Derg. 2023;21(4):64-77. doi: 10.33689/spormetre.1338822
35. 35. Brambila-Tapia AJL, Velarde-Partida EU, Carrillo-Delgadillo LA, Macías-Espinoza F, Ramírez-De Los Santos S. Association between academic, cognitive and health-related variables with academic stress in health sciences university students. Behav Sci (Basel). 2025;15(9):1219. doi: 10.3390/bs15091219
36. 36. Plesea-Condratovici C, Mititelu Tartau L, Nicolcescu P, Dumitra GG, Pirlog MC, Arbune M, et al. Factors associated with burnout in medical students: an exploration of demographic, academic, and psychological variables. Healthcare (Basel). 2025;13(14):1702. doi: 10.3390/healthcare13141702
37. 37. Su M, Zhang J, Xu Y, Hu J. The relationship between smartphone addiction, academic procrastination, and anxiety: evidence from a diary-based approach. Acta Psychol (Amst). 2025;260:105517. doi: 10.1016/j.actpsy.2025.105517
38. 38. Bender-Burnett JJ. Quantitative analysis identifies self-compassion as a tool to mitigate impostor phenomenon in student physical therapists. Med Sci Educ. 2025;35(4):1977-82. doi: 10.1007/s40670-025-02386-9
39. 39. Fatima M, Qamar M, Irfan H, Malik H, Batool F, Shahzad J, et al. Examining the role of social support in imposter phenomenon among medical students through mediation and moderation analysis of anxiety and stress. Discov Ment Health. 2025;5(1):347. doi: 10.1007/s44192-025-00347-7
40. 40. Ballal Y, Hu P, Eze C, Metuge L, Ohanu V. Beyond the stethoscope: a systematic review of mental health disparities among medical students of color during medical training. J Racial Ethn Health Disparities. 2025. doi: 10.1007/s40615-025-02746-6