Investigation of Academic Self Efficacy of University Students in the Sports Area

Abstract

The purpose of this research; was to investigate the academic self-efficacy of the university students studying in the field of sports according to various variables. The sample group of the study consisted of 386 (female, 42.7% male, 57.3%) volunteer university students who were educated in physical education and sports teaching, sports management and coaching education departments by convenience sampling method. In order to collect the necessary information, a personal information form was used to determine the demographic characteristics of the participants and "Academic Self-Efficacy Scale'', which was conducted by Ekici (2012) was used for Turkish validity and reliability study. Kolmogorov-Smirnov test was applied to determine whether the data showed normal distribution. In the analysis of the data, independent sample t test was applied according to gender variable. One-Way ANOVA test was used in the analysis of the place where the participants' grew up, age, university, department, class variables and LSD test was used to determine the significant difference. Pearson Correlation test was used to determine the relationship between academic selfefficacy sub-dimensions and a significant relationship was found. As a result of the study, while there were no differences in terms of gender, age, university and department variables in academic selfefficacy subscales, a significant difference was found in the place where their families lived and class variables. When the results of the study were evaluated; it can be said that demographic variables are not an important factor in academic self-efficacy of the students.

Factors Affecting Students’ Self-Efficacy Beliefs in Moroccan Higher Education

“…Concerning gender, the results of this study demonstrated that no statistically significant differences were found between males' and females' self-efficacy and that the differences between the means were likely due to chance. This is consistent with the findings of Ngoc Truong and Wang (2019) and other studies (Azar, 2010;Clutts, 2010;Koçak & Canli, 2019;Vuong et al, 2010;Yoestara & Putri, 2019). However, although the differences between males' and females' self-efficacy beliefs were significant in favor of males in some studies (e.g.…”

“…In fact, more research is required about the impact of these circumstances on university students' self-efficacy. A recent unique study by Koçak and Canli (2019) investigated the self-efficacy beliefs of 386 university students studying sports according to the place they were raised. Their findings demonstrated that participants who were raised in a province or district reported higher self-efficacy beliefs than those who were raised in a village.…”

An Investigation into the Effects of Demographic Factors on EFL Learners’ Self-Efficacy Beliefs

“…In addition, this study found a difference between the self-efficacy levels of males and females in favour of females. This finding contradicts the previous studies which found no significant differences between males' and females' selfefficacy (e.g., Azar, 2010;Kahraman et al, 2014;Omari et al, 2020;Vuong et al, 2010;Koçak & Canli, 2019;Yoestara & Putri, 2019). Additionally, the found difference between the self-efficacy levels of males and females in this study was in favour of females, which is opposite of the findings of Vogt et al, (2007), Altunsoy et al, (2010), Diseth et al, (2014), which had found females had lower levels of self-efficacy than males.…”

“…As a result, the present study investigated a category of individual differences, termed demographic factors, which are likely to affect the EFL learners' self-efficacy beliefs. Based on the results, like what Koçak and Canli (2019) concluded, "it can be said that the demographic variables are not an important factor in academic self-efficacy of the students" (p. 56). The results of this study hopefully could be insightful for the field of educational psychology because as Dinther et al (2011) argued that educational programs can improve learners' self-efficacy, "and that educational programmes based on social cognitive theory proved to be particularly successful on this score" (p. 95).…”

“…Furthermore, research has shown a reciprocal effect between self-efficacy and interest (Cordova, et al, 2014;Silvia, 2003). Regarding the effect of gender on self-efficacy, some studies found no significant differences between males' and females' self-efficacy (Azar, 2010;Kahraman, et al, 2014;Koçak & Canli, 2019;Omari, et al, 2020;Vuong, et al, 2010;Yoestara & Putri, 2019). Nevertheless, some other studies showed significant differences between males and females (Altunsoy, et al, 2010;D'Lima, et al, 2014;Diseth, et al, 2014;MacPhee et al, 2013;Mills, et al, 2007;Vogt, et al, 2007;Yalçin, 2011).…”