KAYGI DÜZEYİ VE AKADEMİK ÖZYETERLİK İNANCININ AKADEMİK BAŞARI İLE İLİŞKİSİ

Öz

Akademik başarının, bireylerin öğrencilik yaşamlarına başlamaları ile birlikte her aşamada elde edebilmek için çaba gösterdikleri en öncelikli hedeflerden biri olduğu söylenebilir. Akademik başarıyı olumlu ya da olumsuz birçok faktör etkilemektedir. Bu araştırmada kaygı düzeyi ve akademik özyeterlik inancının akademik başarı üzerindeki etkisi araştırılmıştır. Bu kapsamda lisans düzeyinde turizm eğitimi verilen bir yükseköğretim kurumunda yüz yüze görüşme yöntemine göre anket tekniği ile 256 öğrenciden veri toplanmıştır. Elde edilen veriler yüzde ve frekans dağılımları, aritmetik ortalama ve açıklayıcı faktör analizi yardımıyla değerlendirilmiştir. Faktör yapısının veri ile uyumluluğu doğrulayıcı faktör analizi ile test edilmiş; değişkenler arası ilişkileri belirleyebilmek için bağımsız örneklem t testi ve tek faktörlü varyans analizi yapılmıştır. Değişkenler arası ilişkileri belirleyebilmek amacıyla korelasyon ve kısmi korelasyon analizi yapılırken, bağımsız değişkenlerin akademik başarı üzerindeki etkisi regresyon analizi ile yapılmıştır. Sonuçlara göre akademik başarının, akademik özyeterlik inancı ve kaygı düzeyinin alt boyutlarından olan başarısızlık hissi ile anlamlı ilişkisi vardır. Regresyon analizi sonuçları ise akademik başarı üzerinde, akademik özyeterlik inancının daha büyük yordama gücüne sahip olduğunu göstermektedir.

Anahtar Kelimeler

• Akademik başarı,Kaygı düzeyi,Akademik özyeterlik inancı,Turizm öğrencileri

ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP WITH ANXIETY LEVEL AND ACADEMIC SELF-EFFICACY

Öz

It could be said that academic achievement is one of the highest priorities that individuals strive to achieve in every stage of their student life as from the beginning. Academic achievement is influenced by many factors, both positive and negative. In this study, the level of the anxiety and effect of academic self-efficacy on academic achievement were investigated. In this context, survey data were gathered from 256 students according to the face-to-face interview method in a higher education institution that has undergraduate tourism education. The factor analysis has been applied and confirmatory factor analysis has been used to test the suitability of the model. Correlation analysis and stepwise regression analysis were conducted to investigate the relationships between variables. According to the results, the academic achievement has a significant relationship with the academic self-confidence and feeling of failure which is the sub-dimensions of anxiety level. Regression analysis results show that academic self-confidence has greater predictive power on academic achievement.

Anahtar Kelimeler

• Academic Success,Anxiety Level,Academic Self-Efficacy,Tourism Students

Kaynakça

1. Abdullatif, Q. A. (2004) “Adaptation of the state trait anxiety inventory in Arabic: A comparison with the American STAI”. Unpublished Master Thesis. University of South Florida, USA.
2. Abdu-raheem, B. (2015) “Parents’ Socio-Economic Status as Predictor of Secondary School Students’ Academic Performance in Ekiti State”, Nigeria. Journal of Education and Practice, 6(1): 123-128.
3. Adeyemo, D. (2007) “Moderating Influence of Emotional Intelligence on the Link Between Academic Self-efficacy and Achievement of University Students”, Psychology and Developing Societies, 19(2), 199–213.
4. Afari, E., Ward, G., ve Khine, M. S. (2012) “Global Self-Esteem and Self-Efficacy Correlates: Relation of Academic Achievement and Self-Esteem among Emirati Students”, International Education Studies, 5(2): 49-57.
5. Akın, U., Baloğlu, M. ve Karslı, M. (2014) “The Examination of Stress and Anxiety Levels of the Female University Administrators in Turkey”, Education and Science, 39, 160-172.
6. Bados, A., Benito, J. ve Balaguer, G. (2010) “The State- Trait Anxiety Inventory, Trait Version: Does It Really Measure Anxiety?” Journal of Personality Assessment, 92(6): 560-567.
7. Bernstein, I. H., ve Eveland, D. C. (1982) “State vs trait anxiety: A case study in confirmatory factor analysis”, Personality and Individual Differences, 3(4), 361-372.
8. Bieling, P. J., Antony, M. M., ve Swinson, R. P. (1998) “The State--Trait Anxiety Inventory, Trait version: structure and content re-examined”, Behaviour Research and Therapy, 36(7), 777-788.

9. Brown, S., Tramayne, S., Hoxha, D., Telander, K., Fan, X. ve Lent, R. (2008) “Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis”, Journal of Vocational Behavior, 72, 298–308.
10. Caci, H., Baylé, F. J., Dossios, C., Robert, P., ve Boyer, P. (2003) “The Spielberger trait anxiety inventory measures more than anxiety”, European Psychiatry, 18(8), 394-400.
11. Çakmak, Ö. ve Hevedanlı, M. (2005) “Eğitim ve fen-edebiyat fakülteleri biyoloji bölümü öğrencilerinin kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi”, Elektronik Sosyal Bilimler Dergisi, 4(14): 115-127.
12. Callea, A., Urbini, F. ve Bucknor, D. (2012) “Temporary employment in Italy and its consequences on gender”, Gender in Management: An International Journal, 27(6), 380-394.
13. Campagna, C. G., ve Curtis, G. J. (2007) “So Worried I Don't Know What To Be: Anxiety is Associated With Increased Career Indecision and Reduced Career Certainty”, Australian Journal of Guidance and Counselling, 17(01): 91-96.
14. Canbaz, S., Sünter, T. ve Pekdeşen, Y. (2005) “Samsun Çıraklık Eğitim Merkezi’ne devam eden çırakların durumluk-sürekli kaygı düzeylerinin değerlendirilmesi”, Türk Tabipleri Birliği Mesleki Sağlık ve Güvenlik Dergisi, 6(23): 16-22.
15. Chin, E. C., Williams, M. W., Taylor, J. E., ve Harvey, S. T. (2017) “The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions”,. Learning and Individual Differences, 54: 1-8.
16. Christoforou, A., ve Kipper, D. A. (2006) “The Spontaneity Assessment Inventory (SAI), anxiety, obsessive-compulsive tendency, and temporal orientation”, Journal of Group Psychotherapy Psychodrama and Soiometry, 59(1), 23-35.
17. Ciucci, S. (2007)” İzmir ili içinde yer alan dershanelerde üniversiteye hazırlık sınıflarında okuyan öğrencilerin anksiyete düzeyleri ve stresle başa çıkabilme yöntemlerinin belirlenmesi”, Yayınlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
18. Dağlı, M. (2006) “Ergenlikte zeka bölümü, duygusal zeka ve akademik başarı arasındaki ilişki”, Yayınlanmamış Yüksek Lisans Tezi. Mersin Üniversitesi, Sosyal Bilimler Enstitüsü.
19. Dayioglu, M. ve Asik, S. (2007) “Gender Differences in Academic Performance in a Large Public University in Turkey”, Higher Education, 53(2), 255-277.
20. Dordinejad, F. G., Hakimi, H., Ashouri, M., Dehghani, M., Zeinali, Z., Daghighi, M. S., ve Bahrami, N. (2011) “On the relationship between test anxiety and academic performance”, Procedia-Social and Behavioral Sciences, 15: 3774-3778.
21. Egunsola, A. (2014) “Influence of Home Environment on Academic Performance of Secondary School Students in Agricultural Science in Adamawa State Nigeria”, IOSR Journal of Research & Method in Education, 4(4): 46-53.
22. Eisenberg, D., Gollust, S. E., Golberstein, E., ve Hefner, J. L. (2007) “Prevalence and correlates of depression, anxiety, and suicidality among university students”, American Journal of Orthopsychiatry, 77(4): 534-542.
23. Elias, S. M. ve Loomis, R. J. (2002) “Utilizing Need for Cognition and Perceived Self‐Efficacy to Predict Academic Performance1”, Journal of Applied Social Psychology, 32(8): 1687-1702.
24. Elias, S. M. ve MacDonald, S. (2007) “Using Past Performance, Proxy Efficacy, and Academic Self‐Efficacy to Predict College Performance”, Journal of Applied Social Psychology, 37(11): 2518-2531.
25. El-Anzi, F. (2005) “Academic Achievement and Its Relationship with Anxiety, Self-Esteem, Optimism, and Pessimism In Kuwaiti Students”, Social Behavior and Personality, 33(1), 95-104.
26. Endler, N. ve Kocovski, N. (2001) “State and trait anxiety revisited”, Anxiety Disorders, 15: 231-245.
27. Feldman, D. B., ve Kubota, M. (2015) “Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average”, Learning and Individual Differences, 37: 210-216.
28. Ferla, J., Valeke, M. ve Schuyten, G. (2010) “Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation learning approach, and academic performance”, Eur J Psychol Educ, 25: 519–536.
29. Field, A. (2009) “Discovering Statistics Using SPSS” (Third Edition). London: SAGE Publications.
30. Fountoulakis, K. N., Papadopoulou, M., Kleanthous, S., Papadopoulou, A., Bizeli, V., Nimatoudis, I., Iacovides, A. ve Kaprinis, G. S. (2006) “Reliability and psychometric properties of the Greek translation of the State-Trait Anxiety Inventory form Y: preliminary data”, Annals of General Psychiatry, 5(1), 1-10.
31. Grös, D. F., Antony, M. M., Simms, L. J., ve McCabe, R. E. (2007) “Psychometric properties of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA): Comparison to the State-Trait Anxiety Inventory (STAI)”, Psychological assessment, 19(4), 369-381.
32. Harnett, N., Römcke, J. ve Yap, C. (2004) “Student performance in tertiary-level accounting: an international student focus”, Accounting and Finance, 44: 163–185. Honicke, T., ve Broadbent, J. (2016) “The influence of academic self-efficacy on academic performance: A systematic review”, Educational Research Review, 17: 63-84.
33. Jaekel, J., Wolke, D., ve Bartmann, P. (2013) “Poor attention rather than hyperactivity/impulsivity predicts academic achievement in very preterm and full-term adolescents”, Psychological medicine, 43(01), 183-196.
34. Kean, P. E. (2005) “The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment”, Journal of family psychology, 19(2): 294.
35. Kwon, S. M., ve Lim, Y. J. (2007) “The State‐Trait Anxiety Inventory, Trait Version: Examination of a Method Factor”, Korean Social Science Journal, 34(2): 105‑122.
36. Lacour, M., ve Tissington, L. D. (2011). “The effects of poverty on academic achievement”, Educational Research and Reviews, 6(7): 522-527.
37. Lent, R.W., Taveira, M., Sheu, H. ve Singley, D. (2009) “Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis”, Journal of Vocational Behavior, 74, 190–198.
38. Li G, Chen W, Duanmu J. (2010) “Determinants of International Students' Academic Performance: A Comparison between Chinese and Other International Students'”, Journal of Studies in International Education, 14 (4), 389-405.
39. McKenzie, K. ve Schweitzer, R. (2001) “Who Succeeds at University? Factors predicting academic performance in first year Australian university students”, Higher Education Research & Development, 20(1), 21-33.
40. Misra, R., ve McKean, M. (2000) “College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction”, American Journal of Health Studies, 16(1), 41-45.
41. Morris, T., Dorling, D. ve Smith, G. (2016) “How well can we predict educational outcomes? Examining the roles of cognitive ability and social position in educational attainment”, Contemporary Social Science, 11(2-3), 154-168.
42. Muschalla, B., Heldmann, M., ve Fay, D. (2013) “The significance of job-anxiety in a working population”, Occupational medicine, 63(6): 415-421.
43. Nonis, S. ve Hudson, G. (2006) “Academic Performance of College Students: Influence of Time Spent Studying and Working”, Journal of Education for Business, 81(3): 151-159.
44. Ogunsola, O., Osuolale, K. ve Ojo, A. (2014) “Parental and Related Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria”, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(9): 3129-3136.
45. Picakciefe, M., Turgut, A., Igneci, E., Cayli, F., ve Deveci, A. (2015) “Relationship between Socio-Demographic Features, Work-Related Conditions, and Level of Anxiety Among Turkish Primary Health Care Workers”, Workplace Health & Safety, 63(11), 502-511.
46. Robbins, S., Lauver, K., Davis, D., Langley, R. ve Carlstom, A. (2004) “Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis”, Psychological Bulletin,130(2), 261–288.
47. Sari, Z., Uysal, T., Karaman, A. I., Sargin, N., ve Üre, Ö. (2005) “Does orthodontic treatment affect patients' and parents' anxiety levels?” The European Journal of Orthodontics, 27(2), 155-159.
48. Schermelleh-Engel, K., Moosbrugger, H. ve Müller, H. (2003) “Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures”, Methods of Psychological Research Online, 8(2), 23-74.
49. Sekaran, U. (2003) “Research Methods for Business”, (Fourth Edition). NY: John Wiley & Sons, Inc.
50. Sharma, G. (2014) “Study of classroom environment parental education, income and institution as predictor of students’ academic achievement”, International Journal of Education & Management, 4(4), 277-281.
51. Sharma, G. (2016a) “Locale and Sex as Determinants of Academic Performance”, International Journal of Information Research and Review, 3(8), 2691-2694.
52. Sharma, G. (2016b) “Teacher Support as Determinant of Academic Achievement”, Journal of Educational Research, 1(4), 1-9.
53. Spielberger, C. D., ve Reheiser, E. C. (2009) “Assessment of emotions: Anxiety, anger, depression, and curiosity”, Applied Psychology: Health and Well‐Being, 1(3): 271-302.
54. Steinmayr, R., Crede, J., McElvany, N. ve Wirthwein, L. (2016) “Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects”, Frontiers in Psychology, 6, 1-13.
55. Szpak, J. L., ve Kameg, K. M. (2013) “Simulation decreases nursing student anxiety prior to communication with mentally ill patients”, Clinical Simulation in Nursing, 9(1): 13-19.
56. Tovilović, S., Novović, Z., Mihić, L., ve Jovanović, V. (2009) “The role of trait anxiety in induction of state anxiety”, Psihologija, 42(4): 491-504.
57. Ülger, Ö., ve Yağlı, N. V. (2010) “Effects of yoga on the quality of life in cancer patients”, Complementary Therapies in Clinical Practice, 16(2), 60-63.
58. Ünal, E. (2001) “Okulun fiziksel ve sosyal yeterliliklerinin akademik ve sosyal başarıya etkisi”, Yayınlanmamış Yüksek Lisans Tezi. Niğde Üniversitesi, Eğitim Bilimleri Enstitüsü.
59. Vigneau, F., ve Cormier, S. (2008) “The factor structure of the State-Trait Anxiety Inventory: an alternative view”, Journal of Personality Assessment, 90(3), 280-285.
60. Villarroel, P., Celis-Atenas, K., Córdova-Rubio, N., Buela-Casal, G., ve Spielberger, C. D. (2007) “Preliminary analysis and normative data of the State-Trait Anxiety Inventory (STAI) in adolescent and adults of Santiago, Chile”, Terapia psicológica, 25(2), 155-162.
61. Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., ve Sinnadurai, S. K. (2010) “The relationship between study anxiety and academic performance among engineering students”, Procedia-Social and Behavioral Sciences, 8: 490-497.
62. Yilmaz, M., Gürçay, D., ve Ekici, G. (2007) “Akademik Özyeterlik Ölçeğinin Türkçe’ye Uyarlanmasi”, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33: 253-259.
63. Zajacova, A., Lynch, S. ve Espenshadet, T. (2005) “Self-Efficacy, Stress, and Academic Success in College”, Research in Higher Education, 46(6), 677 – 706.
64. Zimmerman, B. (2009) “Self-efficacy and educational development”, A. Bandura (Ed.) Self-efficacy in Changing Societies, UK: Cambridge University Press.