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Journals / Kafkas Üniversitesi Spor Bilimleri Dergisi / 2026 / Cilt: 6 Sayı: 2026

The Effect of Mindsets on Academic Self-Efficacy Among Sports Science Students

Spor Bilimleri Fakültesi Öğrencilerinin Zihniyet Yapılarının Akademik Öz Yeterlilikleri Üzerindeki Etkisi

Burak Öner(MUNZUR ÜNİVERSİTESİ)0000-0002-7390-4217
Aykut Şahin(MUNZUR ÜNİVERSİTESİ)0000-0003-3654-6550
Pages
137–153
Publication Date
2026-09-20
DOI
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AI Summary & Key Takeaways

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

Conclusion: The findings indicate that students' mindset orientations are significantly associated with their academic self-efficacy and that both growth and fixed mindsets contribute significantly to the prediction of academic self-efficacy.

📌 3 Key Takeaways

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Objective & Hypothesis:Purpose: This study aimed to examine the predictive roles of growth mindset and fixed mindset in academic self-efficacy among university students studying in faculties of sport sciences.
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Key Findings & Data:The sample consisted of 452 sport sciences students.
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Conclusion & Impact:Conclusion: The findings indicate that students' mindset orientations are significantly associated with their academic self-efficacy and that both growth and fixed mindsets contribute significantly to the prediction of academic self-efficacy.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Gelişim Zihniyeti · Sabit Zihniyet · Akademik Öz-Yeterlilik

Abstract

Purpose: This study aimed to examine the predictive roles of growth mindset and fixed mindset in academic self-efficacy among university students studying in faculties of sport sciences. Method: A cross-sectional correlational design was employed. The sample consisted of 452 sport sciences students. Data were collected using the Mindset Theory Scale and the Academic Self-Efficacy Scale. The construct validity of the measurement instruments was examined through confirmatory factor analysis. Pearson correlation analysis was conducted to examine associations among the study variables, and multiple linear regression analysis was performed to determine the predictors of academic self-efficacy. Results: Confirmatory factor analysis indicated acceptable model fit for the factor structures of both measurement instruments. Growth mindset was positively and significantly associated with academic self-efficacy, whereas fixed mindset was negatively and significantly associated with academic self-efficacy. Multiple linear regression analysis showed that growth mindset positively predicted academic self-efficacy (β = .281, p < .001), while fixed mindset negatively predicted academic self-efficacy (β = −.111, p = .017). The regression model explained 11% of the variance in academic self-efficacy (R² = .110). Conclusion: The findings indicate that students' mindset orientations are significantly associated with their academic self-efficacy and that both growth and fixed mindsets contribute significantly to the prediction of academic self-efficacy. These findings highlight the potential importance of fostering growth-oriented beliefs in higher education settings.

Özet

Amaç: Bu araştırmanın amacı, iki kamu üniversitesinin spor bilimleri fakültelerinde öğrenim gören öğrencilerde gelişim ve sabit zihniyetin akademik öz-yeterlilik üzerindeki yordayıcı rollerini incelemektir. Yöntem: Araştırma, kesitsel araştırma tasarımında ve ilişkisel tarama modelinde yürütülmüştür. Araştırmanın örneklemini 452 spor bilimleri öğrencisi oluşturmuştur. Veriler, Zihniyet Teorisi Ölçeği ve Akademik Öz-Yeterlik Ölçeği kullanılarak toplanmıştır. Ölçme araçlarının yapı geçerliği doğrulayıcı faktör analizi ile değerlendirilmiştir. Değişkenler arasındaki ilişkiler Pearson korelasyon analizi ve akademik öz-yeterliliği yordayan değişkenlerin belirlenmesi amacıyla çoklu doğrusal regresyon analizi kullanılarak incelenmiştir. Bulgular : Doğrulayıcı faktör analizi sonuçları, her iki ölçme aracının faktör yapısının kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur. Korelasyon analizi sonucunda gelişim zihniyeti ile akademik öz-yeterlilik arasında pozitif, sabit zihniyet ile akademik öz-yeterlilik arasında ise negatif yönde anlamlı ilişkiler bulunmuştur. Çoklu doğrusal regresyon analizi sonucunda gelişim zihniyetinin akademik öz-yeterliliği pozitif yönde (β = 0,281; p < 0,001), sabit zihniyetin ise negatif yönde (β = −0,111; p = 0,017) anlamlı olarak yordadığı belirlenmiştir. Model, akademik öz-yeterlilikteki varyansın %11'ini açıklamıştır (R² = 0,110). Sonuç: Bulgular, öğrencilerin gelişim ve sabit zihniyet yapılarının akademik öz-yeterlilikleriyle anlamlı biçimde ilişkili olduğunu ve zihniyet yapılarının akademik öz-yeterliliğin önemli yordayıcıları arasında yer aldığını göstermektedir.

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Cite This Article

Öner, B., Şahin, A. (2026). The Effect of Mindsets on Academic Self-Efficacy Among Sports Science Students. Kafkas Üniversitesi Spor Bilimleri Dergisi, Cilt: 6 Sayı: 2026, 137–153. https://ajindex.com/articles/1516516

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