Investigation of the Relationship between Academic Self-Concept and Academic Self-Efficacy of University Students Receiving Sports Education

Autor/inn/en	Dogan, Isa; Durmus, Gamze
Titel	Investigation of the Relationship between Academic Self-Concept and Academic Self-Efficacy of University Students Receiving Sports Education
Quelle	In: Journal of Educational Issues, 7 (2021) 3, S.68-84 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-2263
Schlagwörter	Undergraduate Students; Self Concept; Self Efficacy; Athletics; Physical Education; Gender Differences; Instructional Program Divisions; Foreign Countries; Majors (Students); Turkey + Suchen Sie Ihr Suchwort? Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Leichtathletik; Körpererziehung; Sportunterricht; Geschlechterkonflikt; Ausland; Türkei
Abstract	In this study, it was aimed to examine the relationship between Academic Self-Concept and Academic Self-Efficacy of university students studying in the field of sports sciences. The population of the research consists of a total of 619 students from the 2nd, 3rd, and 4th grades of Karabük University Hasan Dogan School of Physical Education and Sports, while the sample group consists of a total of 241 students, 88 of whom are female and 153 are male. "Personal Information Form", "Matovu Academic Self-Concept Scale" developed by Liu and Wang (2005) and later adapted for university students by Matovu (2014) and adapted into Turkish by Cantekin and Gökler (2019), and the "Academic Self-Efficacy Scale" developed by Kandemir (2010) were used as data collection tools in the research. The data obtained were analyzed with the SPSS-24 Package Program. At the same time, Pearson correlation analysis, Independent-Samples t-test analysis, One-Way ANOVA (One-Way Analysis of Variance), Tukey multiple comparison were used in the analysis and interpretation of the data. While there is a significant difference between the Academic Self-Efficacy Scale (ASES) and Self-Efficacy for Academic Effort, one of its sub-dimensions, according to the gender of the students, there is no significant difference between it and the other sub-dimensions. According to the grade levels of the students, there is a significant difference between the total of ASES and Self-Efficacy for Handling Academic Problems, one of its sub-dimensions, while there is no significant difference between it and other sub-dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01