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Genel Özyeterliğin Akademik Özgüvene Etkisinde Boş Zaman Tatmininin Aracılık Rolü

Yıl 2023, Cilt: 6 Sayı: 1-Cumhuriyet'in 100. Yılı Özel Sayısı, 454 - 469, 29.10.2023

Ramazan Özavci Mehmet Enes Sağar Okan Ünver

https://doi.org/10.38021/asbid.1349486
Cited By: 1

Öz

Bu araştırmanın amacı, üniversite öğrencilerinde genel özyeterliğin akademik özgüvene etkisinde boş zaman tatmininin aracılık rolünü incelemektir. Araştırmaya 2023 yılının bahar döneminde Türkiye’deki farklı üniversitelerde öğrenciliği bulunan 386 kişi katılmıştır. Öğrencilerin genel özyeterlik, akademik özgüven ve boş zaman tatminlerinin belirlenebilmesi adına üç ölçek kullanılırken betimsel sonuçların incelenmesi amacıyla bilgi formu kullanılmıştır. Kurgulanan teorik modele göre belirlenen hipotezler öncelikle düzenlemeler ve temel varsayımların belirlenmesi adına SPSS programına aktarılmıştır. Yapısal modelin test edilmesi için AMOS programı kullanılmıştır. Yapılan analiz sonucuna göre, genel özyeterliğin akademik özgüven ve boş zaman tatminine etkisi anlamlı bulunmuştur. Ayrıca boş zaman tatmini de akademik özgüveni istatistiksel olarak anlamlı biçimde etkilediği belirlenmiştir. Aracılık analizinde de genel özyeterliğin akademik sosyal yeterliği boş zaman tatmini üzerinden %16,9 oranında açıkladığı, akademik motivasyonu %12,6 ve akademik sosyal doyumu da %14,3 oranında etkilediği tespit edilmiştir. Böylece öğrencilerin genel özyeterlik düzeylerinin akademik özgüvene etkisinde boş zaman tatminin kısmı bir aracılık etkisine sahip olduğu saptanmıştır. Sonuç olarak, genel özyeterliliğin akademik özgüvene anlamlı bir etkisinin olduğu ve boş zaman tatminin bu etkileşimde önemli bir aracılık role sahip olduğu anlaşılmıştır.

Anahtar Kelimeler

Akademik özgüven boş zaman genel özyeterlik tatmin

Kaynakça

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  • Akram, B., ve Ghazanfar, L. (2014). Self-efficacy and academic achievement performance of the students of Gujrat University Pakistan. Academic Research International, 5(1), 283-290. http://www.savap.org.pk/journals/ARInt./Vol.5(1)/2014(5.1-30).pdf
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  • Ateş, B. (2016). Üniversite öğrencilerinde akademik başarının yordayıcısı olarak psikolojik iyi oluş ve sosyal yetkinlik. Elektronik Sosyal Bilimler Dergisi, 15(59), 1203-1214. https://doi.org/10.17755/esosder.263225
  • Ateş, B., ve Sağar M. E. (2022a). Psikolojik danışman adaylarında akademik başarının yordayıcısı olarak psikolojik sağlamlık, bilişsel esneklik ve öz-yeterlik. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 1-9. https://doi.org/10.17556/erziefd.894637
  • Ateş, B., ve Sağar, M. E. (2021a). The predictive role of teacher candidates' life satisfaction and communication skills on academic success. Journal of Family, Counseling and Education, 6(2), 59-70. https://doi.org/10.32568/jfce.1032814.
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  • Aypay, A. (2010). Genel öz yeterlik ölçeğinin (GÖYÖ) Türkçe ‘ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 113-132.
  • Bakırcıoğlu, R. (2012). Eğitim ve psikoloji sözlüğü. Anı Yayıncılık.
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The Mediating Role of Leisure Time Satisfaction in The Effect of General Self-Efficiency on Academic Self-Confidence

Yıl 2023, Cilt: 6 Sayı: 1-Cumhuriyet'in 100. Yılı Özel Sayısı, 454 - 469, 29.10.2023

Ramazan Özavci Mehmet Enes Sağar Okan Ünver

https://doi.org/10.38021/asbid.1349486
Cited By: 1

Öz

The purpose of this research is to examine the mediating role of leisure satisfaction in the effect of general self-efficacy on academic self-confidence in university students. In the spring term of 2023, 386 students who were students at different universities in Turkey participated in the research. While three scales were used to determine the general self-efficacy, academic self-confidence and leisure satisfaction of the students, the information form was used to examine the descriptive results. The hypotheses determined according to the theoretical model were first transferred to the SPSS program to determine the arrangements and basic assumptions. AMOS program was used to test the structural model. According to the results of the analysis, the effect of general self-efficacy on academic self-confidence and leisure time satisfaction was found to be significant. In addition, it has been determined that leisure time satisfaction has a statistically significant effect on academic self-confidence. In the mediation analysis, it was determined that general self-efficacy explained 16.9% of academic social competence over leisure satisfaction, it affected academic motivation by 12.6% and academic social satisfaction by 14.3%. Thus, it has been determined that leisure satisfaction has a partial mediating effect on the effect of students' general self-efficacy levels on academic self-confidence. As a result, it has been understood that general self-efficacy has a significant effect on academic self-confidence and leisure satisfaction has an important mediating role in this interaction.

Anahtar Kelimeler

Academic self-confidence general self-efficacy leisure time satisfaction

Kaynakça

  • Akay, B., ve Yaşartürk, F. (2023). Beden eğitimi öğretmenlerinin serbest zaman doyumu ile öz-yeterlik inançları arasındaki ilişkinin incelenmesi. Trakya Eğitim Dergisi, 13(1), 318-330. https://doi.org/10.24315/tred.1032955
  • Akram, B., ve Ghazanfar, L. (2014). Self-efficacy and academic achievement performance of the students of Gujrat University Pakistan. Academic Research International, 5(1), 283-290. http://www.savap.org.pk/journals/ARInt./Vol.5(1)/2014(5.1-30).pdf
  • Alias, M., ve Hafir, N. (2009). The relationship between academic selfconfidence and cognitive performance among engineering students. Proceedings of the Research in Engineering Education Symposium, Palm Cove, Queensland, Australia. http://www.academia.edu/235097/The_relationship_between_academic_selfconfidence_and_cognitive_performance_among_engineering_students
  • Arbuckle, J. L. (2011). IBM SPSS Amos 20 user’s guide. Amos Development Corporation, SPSS Inc.
  • Ateş B. ve Sağar M. E. (2022b). Öğretmen adaylarında psikolojik esnekliğin, öz-yeterliğin ve iletişim becerilerinin yaşam doyumu üzerindeki yordayıcı rolü. Cumhuriyet Uluslararası Eğitim Dergisi, 11(1), 219-227. https://doi.org/10.30703/cije.1007362
  • Ateş, B. (2016). Üniversite öğrencilerinde akademik başarının yordayıcısı olarak psikolojik iyi oluş ve sosyal yetkinlik. Elektronik Sosyal Bilimler Dergisi, 15(59), 1203-1214. https://doi.org/10.17755/esosder.263225
  • Ateş, B., ve Sağar M. E. (2022a). Psikolojik danışman adaylarında akademik başarının yordayıcısı olarak psikolojik sağlamlık, bilişsel esneklik ve öz-yeterlik. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 1-9. https://doi.org/10.17556/erziefd.894637
  • Ateş, B., ve Sağar, M. E. (2021a). The predictive role of teacher candidates' life satisfaction and communication skills on academic success. Journal of Family, Counseling and Education, 6(2), 59-70. https://doi.org/10.32568/jfce.1032814.
  • Ateş, B., ve Sağar, M. E. (2021b). Üniversite öğrencilerinde öz-yeterliğin yordayıcısı olarak bilişsel esneklik, duygu düzenleme becerileri ve psikolojik sağlamlık. İstanbul Aydın Üniversitesi Sosyal Bilimler Dergisi, 13(3), 679 - 695. https://dergipark.org.tr/tr/pub/iausos/issue/62979/902797
  • Aypay, A. (2010). Genel öz yeterlik ölçeğinin (GÖYÖ) Türkçe ‘ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 113-132.
  • Bakırcıoğlu, R. (2012). Eğitim ve psikoloji sözlüğü. Anı Yayıncılık.
  • Ballane, G. P. (2019). Understanding of self-confidence in high school students. Doctoral dissertation. Walden University Education For Good.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy And Research, 8(3), 231-255. https://doi.org/10.1007/BF01172995
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
  • Bandura. A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Halı.
  • Baron, M., ve Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Barrow, J. C. (1986). Fostering cognitive development of students. Jossey-Bass.
  • Basith, A., Syahputra, A., ve Ichwanto, M. A. (2020). Academic self-efficacy as predictor of academic achievement. JPI (Jurnal Pendidikan Indonesia), 9(1), 163-170. https://doi.org/10.23887/jpi-undiksha.v9i1.24403
  • Beard, J. G., ve Ragheb, M. G. (1980). Measuring leisure satisfaction. Journal of leisure Research, 12(1), 20-33. https://doi.org/10.1080/00222216.1980.11969416
  • Beggs, B. A., ve Elkins, D. J. (2010). The influence of leisure motivation on leisure satisfaction. LARNet: The Cyber Journal of Applied Leisure and Recreation Research, 1–9. http://larnet.org/2010-02.html
  • Blanco, Q. A., Carlota, M. L., Nasibog, A. J., Rodriguez, B., Saldaña, X. V., Vasquez, E. C., ve Gagani, F. (2020). Probing on the relationship between students' self-confidence and self-efficacy while engaging in online learning amidst COVID-19. Journal La Edusci, 1(4), 16-25. https://doi.org/10.37899/journallaedusci.v1i4.220
  • Briki, W. (2018). Why do exercisers with a higher trait self-control experience higher subjective well-being? The mediating effects of amount of leisure-time physical activity, perceived goal progress, and self-efficacy. Personality and İndividual Differences, 125, 62-67. https://doi.org/10.1016/j.paid.2017.12.020
  • Bum, C. H., Lee, J. H., ve Choi, C. (2021). The effects of leisure activities on self-efficacy and social adjustment: A study of immigrants in South Korea. International Journal of Environmental Research and Public Health, 18(16), 8311. https://doi.org/10.3390/ijerph18168311
  • Edginton, C. R, Jordan, D. J, DeGraaf, D. G., ve Edginton, S. R. (2002). Leisure and life satisfaction (3rd edition.). Dubuque, IA: McGraw-Hill.
  • Fornell, C. ve Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
  • Gaskin, J., ve Lim, J. (2016). Master validity tool. AMOS Plugin: Gaskination's Stat Wiki. George, D., ve Mallery, M. (2010). SPSS for windows step by step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
  • Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., ve Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM), (Second edition). Sage publications.
  • Hair, J. F., Black, B., Babin, B. J., ve Anderson, R. E. (2010). Multivariate data analysis: Global edition (7th Editio). Harlow: Pearson Education.
  • Hair, J. F., Risher, J. J., Sarstedt, M., ve Ringle, C. M. (2019). When to Use and How to Report the Results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
  • Hakimi, S., Hejazi, E., ve Lavasani, M. G. (2011). The relationships between personality traits and students’ academic achievement. Procedia-Social and Behavioral Sciences, 29, 836-845. https://doi.org/10.1016/j.sbspro.2011.11.312
  • Johnson, N. F. (2016). The multiplicities of internet addiction: The misrecognition of leisure and learning. Routledge.
  • Kalkan, A., Bakioğlu, F. ve Toprak, Y. (2020). Akademik özgüven ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışması. Milli Eğitim, 49(225), 319-342. https://dergipark.org.tr/en/pub/milliegitim/issue/52526/690710
  • Karagöz, S. (2022). The effect of leisure time satisfaction levels of university students taking reformer pilates training on life satisfaction: Structural modeling. International Journal on Social and Education Sciences (IJonSES), 4(3), 474-485. https://doi.org/10.46328/ijonses.407
  • Karasar, N. (2018). Bilimsel araştırma yöntemi kavramlar ilkeler teknikler (33.Baskı). Ankara: Nobel Yayınevi.
  • Kim, J., Lee, Y., Kil, N., Pitas, N. A., ve Hwang, S. (2023). Exploring the Relationships Across Recreation Specialization, Leisure Satisfaction, and Happiness: The Case of Korean Hikers. Leisure Sciences, 1-19. https://doi.org/10.1080/01490400.2023.2197901
  • Klapp, A. (2018). Does academic and social self-concept and motivation explain the effect of grading on students’ achievement?. European Journal of Psychology of Education, 33(2), 355-376. https://doi.org/10.1007/s10212-017-0331-3
  • Koch, R. (1999). 80/20 ilkesi daha azıyla daha çoğunu elde etmenin sırrı. Varlık Yayınları.
  • Koç, M. C., ve Er, Y. (2020). Leisure satisfaction and job satisfaction: A research on academics. African Educational Research Journal, 8(2), 329-341. https://doi.org/10.30918/AERJ.82.20.063
  • Kuo, Y. K., Wang, J. H., Kuo, T. H., ve Ho, L. A. (2021). Leisure satisfaction influences learning performance among community college students. SAGE Open, 11(4), 1-11. https://doi.org/10.1177/21582440211067238
  • Lawal, A. M., Idemudia, E. S., ve Adewale, O. P. (2017). Academic self-confidence effects on test anxiety among Nigerian university students. Journal of Psychology in Africa, 27(6), 507-510. https://doi.org/10.1080/14330237.2017.1375203
  • Lee, C., Choi, W., Lim, J., ve Lee, W. (2023). Examining the long-term effect of leisure engagement, leisure satisfaction, and perceived discrimination on stress perception among Koreans with physical disabilities. Journal of Leisure Research, 1-19. https://doi.org/10.1080/00222216.2023.2187266
  • Lee, S. H., Jeon, W. T., Lee, S. H. ve Jeon, W. T. (2015). The relationship between academic self-efficacy and academic burnout in medical students. Korean journal of medical education, 27(1), 27-35. https://doi.org/10.3946/kjme.2015.27.1.27
  • MacKenzie, A. (1987). Zaman Tuzağı. (Çev. Yakut Güneri). İlgi Yayıncılık.
  • Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’and ‘classic’resilience in the face of academic adversity. School Psychology International, 34(5), 488-500. https://doi.org/10.1177/0143034312472759
  • 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), 41-51.
  • Nelson Laird, T. F. (2005). College students’ experiences with diversity and their effects on academic self-confidence, social agency, and disposition toward critical thinking. Research in higher education, 46(4), 365-387. https://doi.org/10.1007/s11162-005-2966-1
  • Novo, A., ve Calixto, J. A. (2009). Academic achievement and/or educational attainment – The role of teacher librarians in students’ future: main findings of a research in Portugal. Paper presented at the Preparing pupils and students for the future: School libraries in the picture. Proceeding of the 13th International Forum on Research in School Librarianship, the 38th Annual Conference and the IASL-IFLA Joint Meeting. 2-4 September 2009. Padova, Italy
  • Peterson, J. J., Lowe, J. B., Peterson, N. A., Nothwehr, F. K., Janz, K. F., ve Lobas, J. G. (2008). Paths to leisure physical activity among adults with intellectual disabilities: self-efficacy and social support. American Journal of Health Promotion, 23(1), 35-42. https://doi.org/10.4278/ajhp.07061153
  • Plecha, M. (2002). The impact of motivation, student–peer, and student–faculty interaction on academic self-confidence. Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Prvu, J. A. (1998). The effects of leisure education on leisure satisfaction, leisure participation, and self-confidence for individuals with brain injuries (Doctoral dissertation).
  • Rezaei, A. (2012). Can self-efficacy and self-confidence explain Iranian female students' academic achievement?. Gender and Education, 24(4), 393-409. https://doi.org/10.1080/09540253.2011.630314
  • Santiago, A. M., ve Einarson, M. K. (1998). Background characteristics as predictors of academic self-confidence and academic self-efficacy among graduate science and engineering students. Research in higher education, 39(2), 163-198. https://doi.org/10.1023/A:1018716731516
  • 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.
  • Schwarzer, R., ve Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-Nelson.
  • Ural, A., ve Kılıç, İ. (2006). Bilimsel araştırma süreci ve Spss ile veri analizi (İkinci Baskı). Detay Yayıncılık.
  • Vapur, M. ve Sevin, H.D. (2021). Boş zaman tatmin ölçeğinin Türkçe formunun güvenirlik ve geçerlilik çalışması. Journal of Tourism and Gastronomy Studies, 9(1), 409-425.
  • Wehrens, M. J. P. W. (2008). How did you do? Social comparison in secondary education. PhD Thesis, University of Groningen.
  • Yaşartürk, F. (2019). Analysis of the Relationship between the Academic Self-Efficacy and Leisure Satisfaction Levels of University Students. Journal of Education and Training Studies, 7(3), 106-115. https://doi.org/10.11114/jets.v7i3.3988
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85.
  • YÖK (2023). https://istatistik.yok.gov.tr/ Erişim Tarihi: 03.07.2023
  • Zhao, X., Lynch Jr, J. G. ve Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197-206. https://doi.org/10.1086/651257
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Spor ve Rekreasyon
Bölüm Arşiv
Yazarlar

Ramazan Özavci 0000-0003-3370-8067

Mehmet Enes Sağar 0000-0003-0941-5301

Okan Ünver 0000-0002-9271-3395

Erken Görünüm Tarihi 23 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 24 Ağustos 2023
Kabul Tarihi 7 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1-Cumhuriyet'in 100. Yılı Özel Sayısı

Kaynak Göster

APA Özavci, R., Sağar, M. E., & Ünver, O. (2023). Genel Özyeterliğin Akademik Özgüvene Etkisinde Boş Zaman Tatmininin Aracılık Rolü. Akdeniz Spor Bilimleri Dergisi, 6(1-Cumhuriyet’in 100. Yılı Özel Sayısı), 454-469. https://doi.org/10.38021/asbid.1349486

Cited By

University students’ free time management and quality of life: the mediating role of leisure satisfaction
BMC Psychology
https://doi.org/10.1186/s40359-024-01745-2
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