Spor bilimleri fakültesi öğrencilerinin öz-yeterlilikleri ile duygusal zeka düzeyleri arasındaki ilişkide stresle başa çıkma düzeylerinin rolü
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öğrenciler açısından önemli bir kavram olan öz yeterlilik, kişinin bir şeyi yapabileceği yönündeki algısı olarak bilinmektedir. Duygusal zeka bireylerin kendi ve çevresindekilerin fikirlerini anlayabilmesi ve kontrol edebilmesine yönelik algısıdır şeklinde tanımlanmıştır. Stresle başa çıkma ise; kişinin stres yaratan durumları kendisinin bilişsel ve davranışsal olarak dengede tutarak kontrolü altında tutabileceğine dair çabalarıdır. Bu çalışmada spor bilimleri fakültesi öğrencilerinin öz yeterlilikleri ile duygusal zeka düzeyleri arasındaki ilişkide stresle başa çıkmanın rolü değişkenler arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma grubunu 245 öğrenci oluşturmaktadır. Araştırmada veriler, katılımcıların demografik bilgilerin yer aldığı "Kişisel Bilgi Formu", "Öz Yeterlilik Ölçeği", "Duygusal Zeka Ölçeği" ve "Stresle Başa Çıkma Ölçeği" kullanılmıştır. Kolayda tesadüfi örneklem modeliyle yürütülen çalışmada veriler anket yoluyla elde edilmiştir. Analizler için SPPS paket programı kullanılarak istatistiksel sonuçları elde edinilmiştir. t-Testi incelenmesi sonucunda spor bilimleri fakültesi öğrencilerinin cinsiyete, yaşa, ikametlerine, bölümlerine ve anne baba eğitim durumlarına göre anlamlı bir farklılık göstermediği bulunmuştur. Tek yönlü varyans (ANOVA) analizleri sonucunda öğrencilerin akademik not ortalamalarına (GANO) göre anlamlı bir farklılık gösterdiği tespit edilmiştir. Araştırma hipotezlerini test etmek ve değişkenler arasındaki ilişkiyi belirlemek için yapılan korelasyon analizi sonucunda tüm değişkenler arasında % 99 güven düzeyinde olumlu ve anlamlı bir ilişki olduğu görülmüştür. Yapılan regresyon analizi sonucunda öz yeterliliğin duygusal zekayı, öz yeterliliğin stresle başa çıkmayı, stresle başa çıkma duygusal zekayı etkileme düzeyinde anlamlı olduğu görülmüştür. Öz yeterlik bağımsız değişken, duygusal zeka bağımlı değişken ve stresle başa çıkma aracı değişken olarak ele alındığında ise öz yeterlik ile duygusal zeka arasındaki ilişkide bir anlamsızlaşma olmadığı ancak etki düzeyinin azaldığı bulgusu spor bilimleri fakültesi öğrencilerinin algıladığı öz yeterliliğin duygusal zeka üzerinde etkisinde stresle başa çıkmanın kısmi aracılık rolü üstlendiğini göstermektedir.
Self-efficacy, which is an important concept for students, is known as the perception that a person can do something. Emotional intelligence; It is defined as the ability of individuals to understand and control their own ideas and those of those around them. Coping with stress: It is the person's efforts to keep stressful situations under control by keeping them cognitively and behaviorally balanced. This study aimed to examine the role of coping with stress in the relationship between the self-efficacy and emotional intelligence levels of sports sciences faculty students. The study group consists of 245 students. In the research, the data were used: "Personal Information Form", which includes demographic information of the participants, "Self-Efficacy Scale", "Emotional Intelligence Scale" and "Coping with Stress Scale". In the study conducted with a convenient random sampling model, the data were obtained through a survey. Statistical results were obtained using the SPPS package program for analyses. As a result of the t-Test analysis, it was found that there was no significant difference between the students of the faculty of sports sciences according to their gender, age, residence, department and parents' educational status. As a result of one-way variance (ANOVA) analysis, it was determined that there was a significant difference according to the students' academic grade point averages (GPA). As a result of the correlation analysis performed to test the research hypotheses and determine the relationship between variables, it was seen that there was a positive and significant relationship between all variables at 99% confidence level. As a result of the regression analysis, it was seen that self-efficacy was significant at the level of affecting emotional intelligence, self-efficacy affectign coping wit stress, and coping wit stress affecting emotional intelligence. When self-efficacy is considered as the independent variable, emotional intelligence as the dependent variable and coping with stress as the mediating variable, the finding that there is no insignificance in the relationship between self-efficacy and emotionl intelligence, but the level of effect decreases, indicates that coping with stress partially mediating role in the effect of self-efficacy perceived by the students of the faculty of sorts seciences on emotional intelligence.
Self-efficacy, which is an important concept for students, is known as the perception that a person can do something. Emotional intelligence; It is defined as the ability of individuals to understand and control their own ideas and those of those around them. Coping with stress: It is the person's efforts to keep stressful situations under control by keeping them cognitively and behaviorally balanced. This study aimed to examine the role of coping with stress in the relationship between the self-efficacy and emotional intelligence levels of sports sciences faculty students. The study group consists of 245 students. In the research, the data were used: "Personal Information Form", which includes demographic information of the participants, "Self-Efficacy Scale", "Emotional Intelligence Scale" and "Coping with Stress Scale". In the study conducted with a convenient random sampling model, the data were obtained through a survey. Statistical results were obtained using the SPPS package program for analyses. As a result of the t-Test analysis, it was found that there was no significant difference between the students of the faculty of sports sciences according to their gender, age, residence, department and parents' educational status. As a result of one-way variance (ANOVA) analysis, it was determined that there was a significant difference according to the students' academic grade point averages (GPA). As a result of the correlation analysis performed to test the research hypotheses and determine the relationship between variables, it was seen that there was a positive and significant relationship between all variables at 99% confidence level. As a result of the regression analysis, it was seen that self-efficacy was significant at the level of affecting emotional intelligence, self-efficacy affectign coping wit stress, and coping wit stress affecting emotional intelligence. When self-efficacy is considered as the independent variable, emotional intelligence as the dependent variable and coping with stress as the mediating variable, the finding that there is no insignificance in the relationship between self-efficacy and emotionl intelligence, but the level of effect decreases, indicates that coping with stress partially mediating role in the effect of self-efficacy perceived by the students of the faculty of sorts seciences on emotional intelligence.
Açıklama
Lisansüstü Eğitim Enstitüsü, Beden Eğitimi ve Spor Ana Bilim Dalı, Beden Eğitimi ve Spor Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training ; Psikoloji