SavedAdd your journal

Journals / Ege Üniversitesi Hemşirelik Fakültesi Dergisi / 2026 / Cilt: 42 Sayı: 2

The Relationship Between Academic Self-Efficacy and Alexithymia in Nursing Students

Hemşirelik Öğrencilerinde Akademik Öz-Yeterlik ve Aleksitimi Arasındaki İlişki

Buket Daştan(Bayburt Üniversitesi Sağlık Bilimleri Fakültesi)0000-0002-2458-0578
Hatice Demirağ(Gümüşhane Üniversitesi Kelkit Sema Doğan Sağlık Hizmetleri Meslek Yüksekokulu)0000-0002-2393-563X
Aynur Cin(GÜMÜŞHANE ÜNİVERSİTESİ, KELKİT AYDIN DOĞAN MESLEK YÜKSEKOKULU)0000-0002-5861-0421
Pages
261–274
Publication Date
2026-08-13
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Participants' total score on the "Toronto Alexithymia Scale" according to gender, average score on the "Academic Self-Efficacy Scale" according to the educational status of the parents, class, income perception level, long-term residence, reading in the nursing department and being satisfied with the education they received, and The total mean scores of the “Toronto Alexithymia Scale” and the “Academic Self-Efficacy Scale” were found to be statistically significantly different compared to the overall weighted grade point average (p<0.05).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Objective: Self-efficacy is an individual's beliefs about his or her abilities that mobilize the cognitive resources, motivation, and means of action needed to best perform tasks.
📊
Key Findings & Data:The sample of the study consisted of 227 students selected according to the G*Power 3.1.9.6 program and selected by the snowball sampling method.
💡
Conclusion & Impact:Participants' total score on the "Toronto Alexithymia Scale" according to gender, average score on the "Academic Self-Efficacy Scale" according to the educational status of the parents, class, income perception level, long-term residence, reading in the nursing department and being satisfied with the education they received, and The total mean scores of the “Toronto Alexithymia Scale” and the “Academic Self-Efficacy Scale” were found to be statistically significantly different compared to the overall weighted grade point average (p<0.05).
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Aleksitimi · hemşirelik · öğrenci

Abstract

Objective: Self-efficacy is an individual's beliefs about his or her abilities that mobilize the cognitive resources, motivation, and means of action needed to best perform tasks. Academic self-efficacy shapes students' educational and career choices, motivation, effort, and response to challenges. Alexithymia is the inability to empathize and relate to others. This study was conducted to determine the relationship between nursing students' academic self-efficacy levels and alexithymia. Methods: The population of this descriptive study consisted of nursing students from across Türkiye. The sample of the study consisted of 227 students selected according to the G*Power 3.1.9.6 program and selected by the snowball sampling method. The data of the study were collected with the "Personal Information Form", "Academic Self-Efficacy Scale" and "Toronto Alexithymia Scale" and the on-line data collection method "Google Form". Before the study, permission was obtained from the ethics committee of XXX University. The survey participation rate is 56.75%. Results: The mean age of the participants was 20.65 ±2.57; 73.6% were female, 27.8% were fourth grade. It was determined that 27.8% of the mothers and 28.1% of the fathers of the students were high school graduates, 64.8% of them had incomes equal to their expenses, 45.5% mostly lived in the city, and 45.4% were satisfied with the education they received in the nursing department. Participants' total score on the "Toronto Alexithymia Scale" according to gender, average score on the "Academic Self-Efficacy Scale" according to the educational status of the parents, class, income perception level, long-term residence, reading in the nursing department and being satisfied with the education they received, and The total mean scores of the “Toronto Alexithymia Scale” and the “Academic Self-Efficacy Scale” were found to be statistically significantly different compared to the overall weighted grade point average (p<0.05). Conclusion: In this study, it was determined that nursing students did not have alexithymia and their academic self-efficacy was high. In addition, there was a negative correlation between the "Toronto Alexithymia Scale" and the "Academic Self-Efficacy Scale" and "internal emotion management", "external emotion management" and "sociability" sub-dimensions.

Özet

Amaç: Öz-yeterlik bireyin görevlerini en iyi şekilde yerine getirmesi için gereken bilişsel kaynakları, motivasyonu ve eyleme dökme yollarını harekete geçiren yeteneklerine ilişkin inançlarıdır. Akademik öz-yeterlik öğrencilerin, eğitim ve kariyer seçimlerini, motivasyonunu, çabalarını ve zorluklar karşısında verdikleri tepkiyi şekillendirir. Aleksitimi, başkalarıyla empati kurma ve ilişki kuramama yetersizliğidir. Bu çalışma, hemşirelik öğrencilerinin akademik öz yeterlik düzeyleri ve aleksitimi ilişkisini belirlemek amacıyla yapıldı. Yöntem: Tanımlayıcı tipte olan bu çalışmanın evrenini Türkiye genelindeki hemşirelik öğrencileri oluşturdu. Araştırmanın örneklemi, G*Power 3.1.9.6 programına göre belirlenen ve kartopu örnekleme yöntemi ile seçilen 227 öğrenci oluşturdu. Araştırmanın verileri, “Kişisel Bilgi Formu”, “Akademik Öz-Yeterlilik Ölçeği” ve “Toronto Aleksitimi Ölçeği” ile on-line veri toplama yöntemi “Google Form” ile toplandı. Çalışma öncesi XXX Üniversitesi etik kurulundan izin alındı. Anket katılım oranı %56.75’dir. Bulgular: Katılımcıların yaş ortalaması 20.65 ±2.57 olup; %73.6’sı kadın, %27.8’i dördüncü sınıf idi. Öğrencilerin annesinin %27.8’i ve babasının %28.1’inin lise mezunu, %64.8’inin gelirlerinin giderlerine denk olduğu, %45.5’inin çoğunlukla şehirde yaşadığı ve %45.4’ünün hemşirelik bölümde okumaktan ve aldıkları eğitimden memnun oldukları belirlendi. Katılımcıların cinsiyete göre “Toronto Aleksitimi Ölçeği” toplam puan ortalaması, anne ve baba eğitim durumuna göre “Akademik Öz-Yeterlilik Ölçeği” toplam puan ortalaması, sınıf, gelir algı düzeyi, uzun süreli ikamet yeri, hemşirelik bölümde okuma ve aldıkları eğitimden memnun olma durumu ve genel ağırlıklı not ortalaması göre “Toronto Aleksitimi Ölçeği” ve “Akademik Öz-Yeterlilik Ölçeği” toplam puan ortalaması istatistiksel olarak anlamlı derecede farklı bulundu (p<0.05). Sonuç: Bu çalışmada, hemşirelik öğrencilerinde aleksitimi görülmediği, akademik öz-yeterliliklerinin yüksek olduğu belirlendi. Ayrıca, “Toronto Aleksitimi Ölçeği” ile “Akademik Öz-Yeterlilik Ölçeği”ve “içsel duygu yönetimi”, “dışsal duygu yönetimi”, “sosyallik” alt boyutları arasında negatif yönde bir korelasyon vardı.

🔖

Cite This Article

Daştan, B., Demirağ, H., Cin, A. (2026). The Relationship Between Academic Self-Efficacy and Alexithymia in Nursing Students. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, Cilt: 42 Sayı: 2, 261–274. https://doi.org/10.53490/egehemsire.1419985

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (45)

  1. Aktay, G. (2021). Hemşirelik Öğrencileri İçin Akademik Öz Yeterlilik Ölçeği’nin Türkçeye Uyarlanması. (Yüksek Lisans Tezi). Bandırma Onyedi Eylül Üniversitesi Sağlık Bilimleri Enstitüsü, Bandırma.
  2. Alzahrani, S. H., Coumaravelou, S., Mahmoud, I., Beshawri, J., Algethami, M. (2020). Prevalence of alexithymia and associated factors among medical students at King Abdulaziz University: a cross-sectional study. Annals of Saudi Medicine, 40(1), 55–62. https://doi.org/10.5144/0256-4947.2020.55.
  3. Bagby, R. M., Parker, J. D., Taylor, G. J. (1994). The twenty-item Toronto Alexithymia Scale--I. Item selection and cross-validation of the factor structure. Journal of Psychosomatic Research, 38(1), 23–32. https://doi.org/10.1016/0022-3999(94)90005-1.
  4. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory., NJ USA: Prentice Hall, Englewood Cliffs.
  5. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychology, 28(2), 117–48.
  6. Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review Psychology, 52, 1-26. http://dx.doi.org/10.1146/annurev.psych.52.1.1.
  7. Bulfone, G., Vellone, E., Maurici, M., Macale, L., Alvaro, R. (2020). Academic self-efficacy in bachelor-level nursing students: development and validation of a new instrument. Journal of Advanced Nursing, 76(1), 398–408. https://doi.org/10.1111/jan.14226.
  8. Cengiz, Z., Gürdap, Z., Karaca, E., Acun, M. (2021). Hemşirelik öğrencilerinin öz yeterlilikleri ile mesleki güdülenmeleri arasındaki ilişki. Sağlık ve Hemşirelik Yönetim Dergisi, 8(1), 12-20. https://doi.org/10.5222/SHYD.2021.24855.
  9. Chen, H. C., Lo, H. S. (2015). Nursing student satisfaction with an associate nursing program. Nursing education perspectives, 36(1), 27–33. https://doi.org/10.5480/13-1268.
  10. Chung, M. C., Allen, R. D., Dennis, I. (2013). The impact of self-efficacy, alexithymia and multiple traumas on posttraumatic stress disorder and psychiatric co-morbidity following epileptic seizures: a moderated mediation analysis. Psychiatry Research, 210(3), 1033–1041. https://doi.org/10.1016/j.psychres.2013.07.041.
  11. Çuhadar, C., Gündüz, Ş., Tanyeri, T. (2013). Bilgisayar ve öğretim teknolojileri eğitimi bölümü öğrencilerinin ders çalışma yaklaşımları ve akademik öz-yeterlik algıları arasındaki ilişkinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 251-259.
  12. Choi, N. (2005). Self-Efficacy and self-concept as predictors of college students' academic performance. Psychology in the Schools, 42(2), 197–205. https://doi.org/10.1002/pits.20048.
  13. Di Lorenzo, R., Venturelli, G., Spiga, G., Ferri, P. (2019). Emotional intelligence, empathy and alexithymia: a cross-sectional survey on emotional competence in a group of nursing students. Acta bio-medica: Atenei Parmensis, 90(4-S), 32–43. https://doi.org/10.23750/abm.v90i4-S.8273.
  14. Faramarzi, M., Khafri, S. (2017). Role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. The Scientific World Journal, 2017, 5798372. https://doi.org/10.1155/2017/5798372.
  15. Güleç, H., Yenel, A. (2010). 20 maddelik toronto aleksitimi ölçeği Türkçe uyarlamasının kesme noktalarına göre psikometrik özellikleri. Klinik Psikiyatri, 13, 108-112.
  16. Gürbüz, G. (2020). Hemşirelik Öğrencilerinin Akademik Özyeterlik ve Akademik Güdülenme Düzeyleri İle Eğitim Yöntemleri Arasındaki İlişkilerin İncelenmesi. (Yüksek Lisans Tezi). Gaziantep Üniversitesi Sağlık Bilimleri Enstitüsü, Gaziantep.
  17. Güven, E., Altay, B. (2020). Hemşirelik birinci ve dördüncü sınıf öğrencilerinin aile içi şiddete yönelik tutumlarının ve akademik özyeterlik düzeylerinin incelenmesi. Samsun Sağlık Bilimleri Dergisi, 5(2), 214-221. https://doi.org/10.47115/jshs.764918.
  18. Göger, S., Çevirme, A. (2019). Hemşirelik Öğrencilerinde Öz Yeterlik Düzeyinin Eğitim Stresi Üzerine Etkisi. HEAD, 16(4), 306-312. https://doi.org/10.5222/HEAD.2019.306.
  19. Hamaideh, S.H. (2018). Alexithymia among Jordanian university students: Its prevalence and correlates with depression, anxiety, stress, and demographics. Perspectives in Psychiatric Care, 54(2), 274–280. https://doi.org/10.1111/ppc.12234.
  20. Havedanlı, M., Ekici, G. (2009). Üniversite öğrencilerinin biyoloji öz-yeterliklerinin çeşitli değişkenler açısından incelenmesi (Dicle Üniversitesi örneği). Ege Eğitim Dergisi, 10 (1), 24-47.
  21. Jiang, S., Liu, R.D., Ding, Y., Fu, X., Sun, Y., Jiang, R., Hong, W. (2020). Implicit theories and engagement in math among chinese adolescent students: a moderated mediation model of ıntrinsic value and academic self-efficacy. Frontiers in Psychology, 11, 1325. https://doi.org/10.3389/fpsyg.2020.01325.
  22. Jonson, C.O., Pettersson, J., Rybing, J., Nilsson, H., Prytz, E. (2017). Short simulation exercises to improve emergency department nurses' self-efficacy for initial disaster management: Controlled before and after study. Nurse Education Today, 55, 20–25. https://doi.org/10.1016/j.nedt.2017.04.020.
  23. Kandemir, M. (2010). Akademik Erteleme Davranışını Açıklayacı Bir Model. (Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  24. Kerlinger, F.N. Lee, H.B. (1999). Foundations of Behavioral Research. New York: Harcourt College Publishers. Labrague, L.J., McEnroe-Petitte, D.M., Gloe, D., Thomas, L., Papathanasiou, I.V., Tsaras, K. (2017). A Literature Review on Stress and Coping Strategies in Nursing Students. Journal of Mental Health (Abingdon, England), 26(5), 471–480. https://doi.org/10.1080/09638237.2016.1244721.
  25. Levant, R. F., Hall, R. J., Williams, C. M., Hasan, N. T. (2009). Gender differences in alexithymia. Psychology of Men & Masculinity, 10(3), 190–203. https://doi.org/10.1037/a0015652.
  26. Liu, G., Cheng, G., Hu, J., Pan, Y., Zhao, S. (2020). Academic self-efficacy and postgraduate procrastination: a moderated mediation model. Frontiers in Psychology, 11, 1752. https://doi.org/10.3389/fpsyg.2020.01752.
  27. Luminet, O., Bagby, R.M., Taylor, G.J. (2001). An evaluation of the absolute and relative stability of alexithymia in patients with major depression. Psychother Psychosom, 70(5), 254-260. https://doi.org/10.1159/000056263. Mason, O., Tyson, M., Jones, C., Potts, S. (2005). Alexithymia: its prevalence and correlates in a British undergraduate sample. Psychology and psychotherapy, 78(Pt1), 113–125. https://doi.org/10.1348/147608304X21374.
  28. McLaughlin, K., Moutray, M., Muldoon, O. T. (2008). The role of personality and self-efficacy in the selection and retention of successful nursing students: a longitudinal study. Journal of Advanced Nursing, 61(2), 211–221. https://doi.org/10.1111/j.1365-2648.2007.04492.x.
  29. Özveren, H., Gülnar, E., Özden, D. (2017). Hemşirelik öğrencilerinin meslek seçimini etkileyen faktörlerin belirlenmesi. Turkish Journal of Clinics and Laboratory, 8(2), 57-64. https://doi.org/10.18663/tjcl.320040. Parker, J. D., Summerfeldt, L. J., Hogan, M. J., Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36(1), 163–172. https://doi.org/10.1016/S0191-8869(03)00076-X.
  30. Pasha, R., Hermawan, Y., & Sartika, S. H. (2024). The influence of socio-economic status and self-efficacy on students' academic achievement: The intervening role of learning interest. Journal of Educational Analytics (JEDA), 3(2), 243–256.
  31. Pecukonis, E.V. (2009). Physical self-efficacy and alexithymia in women with chronic intractable back pain. Pain management nursing: official. Journal of the American Society of Pain Management Nurses, 10(3), 116–123. https://doi.org/10.1016/j.pmn.2008.11.001.
  32. Popa-Velea, O., Diaconescu, L., Mihăilescu, A., Jidveian Popescu, M., Macarie, G. (2017). Burnout and ıts relationships with alexithymia, stress, and social support among romanian medical students: A cross-sectional study. International Journal of Environmental Research and Public Health, 14(6), 560. https://doi.org/10.3390/ijerph14060560.
  33. Romano, L., Buonomo, I., Callea, A., Fiorilli, C. (2019). Alexithymia in young people's academic career: the mediating role of anxiety and resilience. The Journal of Genetic Psychology, 180(4-5), 157–169. https://doi.org/10.1080/00221325.2019.1620675.
  34. Rufer, M., Hand, I., Braatz, A., Alsleben, H., Fricke, S., Peter, H. (2004). A prospective study of alexithymia in obsessive-compulsive patients treated with multimodal cognitive-behavioral therapy. Psychotherapy and psychosomatics, 73(2), 101–106. https://doi.org/10.1159/000075541.
  35. San Turgay, A., Karaca, B., Çeber, E., Aydemir, G. (2005). Hemşirelik öğrencilerinin mesleği algılayışları. Atatürk Üniversitesi Hemşirelik Yüksekokulu Dergisi, 8(1), 54-62.
  36. Satici, S. A., Can, G. (2016). Investigating academic self-efficacy of university students in terms of socio-demographic variables. Universal Journal of Educational Research, 4(8), 1874–1880. https://doi.org/10.13189/ujer.2016.040817.
  37. Shorey, S., Lopez, V. (2021). Self-Efficacy in a Nursing Context. In G. Haugan (Eds.) et. al., Health Promotion in Health Care -Vital Theories and Research. Springer.
  38. Sifneos, P.E. (1973). The prevalence of 'alexithymic' characteristics in psychosomatic patients. Psychotherapy And Psychosomatics, 22(2), 255–262. https://doi.org/10.1159/000286529.
  39. Şeker, S.S. (2017). Müzik eğitimi bölümü öğretmen adaylarının akademik güdülenme ve akademik öz-yeterlik düzeylerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1465-1484. https://doi.org/10.17240/aibuefd.2017.17.31178-338840.
  40. Turgut, N. (2018). Hemşirelik Öğrencilerinde Psikolojik Dayanıklılık, Akademik Başarı ve Akademik Özyeterlik Düzeylerinin Belirlenmesi. (Yüksek Lisans Tezi). Yakın Doğu Üniversitesi, Sağlık Bilimleri Enstitüsü, Lefkoşa.
  41. Uma, E., Lee, C. H., Shapiai, S.N.H.B.M., Binti Mat Nor, A.N., Soe, H.H.K., Varghese, E. (2020). Academic procrastination and self-efficacy among a group of dental undergraduate students in Malaysia. Journal of Education and Health Promotion, 9, 326. https://doi.org/10.4103/jehp.jehp_195_20.
  42. Warshawski, S. (2022). Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic. Nurse Education Today, 110, 105267. https://doi.org/10.1016/j.nedt.2022.105267.
  43. Yılmaz Karabulutlu, E., Bahçecioğlu Turan, G., Gündüz Oruç, F. (2020). The effect of internships on students’ satisfaction with their nursing education. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi 23(1): 60-66. https://doi.org/10.17049/ataunihem.524157.
  44. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory., NJ USA: Prentice Hall, Englewood Cliffs.
  45. Özveren, H., Gülnar, E., Özden, D. (2017). Hemşirelik öğrencilerinin meslek seçimini etkileyen faktörlerin belirlenmesi. Turkish Journal of Clinics and Laboratory, 8(2), 57-64. https://doi.org/10.18663/tjcl.320040. Parker, J. D., Summerfeldt, L. J., Hogan, M. J., Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36(1), 163–172. https://doi.org/10.1016/S0191-8869(03)00076-X.