KaydedilenlerDerginizi ekleyin

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

Spor Bilimleri Fakültesi Öğrencilerinin Zihniyet Yapılarının Akademik Öz Yeterlilikleri Üzerindeki Etkisi

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

Burak Öner(MUNZUR ÜNİVERSİTESİ)0000-0002-7390-4217
Aykut Şahin(MUNZUR ÜNİVERSİTESİ)0000-0003-3654-6550
Sayfa
137–153
Yayın Tarihi
2026-09-20
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular : Doğrulayıcı faktör analizi sonuçları, her iki ölçme aracının faktör yapısının kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Amaç: Bu araştırmanın amacı, iki kamu üniversitesinin spor bilimleri fakültelerinde öğrenim gören öğrencilerde gelişim ve sabit zihniyetin akademik öz-yeterlilik üzerindeki yordayıcı rollerini incelemektir.
📊
Temel Bulgular & Veri:Araştırmanın örneklemini 452 spor bilimleri öğrencisi oluşturmuştur.
💡
Sonuç & Katkı:Bulgular : Doğrulayıcı faktör analizi sonuçları, her iki ölçme aracının faktör yapısının kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Gelişim Zihniyeti · Sabit Zihniyet · Akademik Öz-Yeterlilik

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.

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.

🔖

Bu Makaleye Atıf Yap

Öner, B., Şahin, A. (2026). Spor Bilimleri Fakültesi Öğrencilerinin Zihniyet Yapılarının Akademik Öz Yeterlilikleri Üzerindeki Etkisi. Kafkas Üniversitesi Spor Bilimleri Dergisi, Cilt: 6 Sayı: 2026, 137–153. https://ajindex.com/articles/1516516

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (40)

  1. Ai, B., & Meng, Y. (2026). The influence of growth mindset on perceived learning gain among Chinese college students: The mediating role of academic self-efficacy. BMC Psychology. https://doi.org/10.1186/s40359-026-04876-w
  2. AL-Qadri, A. H., Mouas, S., Saraa, N., & Boudouaia, A. (2024). Measuring academic self-efficacy and learning outcomes: The mediating role of university English students’ academic commitment. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 35. https://doi.org/10.1186/s40862-024-00253-5
  3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  4. Bandura, A. (1997). Self efficacy: The exercise of control. W. H. Freeman.
  5. Bandura, A. (2000). Self-efficacy. In A. E. Kazdin (Ed.), Encyclopedia of psychology, Vol. 7. (pp. 212–213). Oxford University Press. https://doi.org/10.1037/10522-094
  6. Burnette, J. L., Pollack, J. M., Forsyth, R. B., Hoyt, C. L., Babij, A. D., Thomas, F. N., & Coy, A. E. (2020). A growth mindset ıntervention: enhancing students’ entrepreneurial self-efficacy and career development. Entrepreneurship Theory and Practice, 44(5), 878–908. https://doi.org/10.1177/1042258719864293
  7. Chahal, A., Kadian, R., Yadav, R., & Prakash, C. (2026). Self-efficacy, learning motivation and academic satisfaction of university students: Mediating role of classroom engagement. Journal of Applied Research in Higher Education, 18(1), 238–253. https://doi.org/10.1108/JARHE-06-2024-0305
  8. Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037/0022-0663.93.1.55
  9. Correa-Rojas, J., Grimaldo, M., Marcelo-Torres, E., Manzanares-Medina, E., & Ravelo-Contreras, E. L. (2024). Growth mindset, grit, and academic self-efficacy as determinants of academic performance in peruvian university students. International Journal of Educational Psychology, 1–19. https://doi.org/10.17583/ijep.13115
  10. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.
  11. Dweck, C. S. (2006). Mindset: The new psychology of success (1st ed). Random House.
  12. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
  13. Fida, R., Marzocchi, I., Arshad, M., Paciello, M., Barbaranelli, C., & Tramontano, C. (2025). Self-efficacy and nontask performance at work. A meta-analytic summary. Personality and Individual Differences, 241, 113179. https://doi.org/10.1016/j.paid.2025.113179
  14. George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 step by step: A simple guide and reference (14th ed.). Routledge.
  15. Gürbüz, S. (2021). AMOS ile Yapısal Eşitlik Modellemesi (2. bs.). Seçkin Yayıncılık.
  16. Hamann, K. R. S., & Reese, G. (2020). My influence on the World (of Others): goal efficacy beliefs and efficacy affect predict private, public, and activist pro‐environmental behavior. Journal of Social Issues, 76(1), 35–53. https://doi.org/10.1111/josi.12369
  17. Hamidi, S., Gholamnezhad, Z., Kasraie, N., & Sahebkar, A. (2022). The Effects of Self-Efficacy and Physical Activity Improving Methods on the Quality of Life in Patients with Diabetes: A Systematic Review. Journal of Diabetes Research, 2022, 1–14. https://doi.org/10.1155/2022/2884933
  18. Han, Y. (2024). Structural model of intelligence beliefs, motivational beliefs, academic self-handicapping and academic adjustment in Chinese undergraduate students. BMC Psychology, 12(1), 602. https://doi.org/10.1186/s40359-024-01999-w
  19. Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20(1), 76. https://doi.org/10.1186/s12909-020-01995-9
  20. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
  21. Jerusalem, M., & Schwarzer, R. (1981). Fragebogen zur erfassung von selbstwirksamkeit. Skalen zur befindlichkeit und persoenlichkeit. (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut Fuer Psychologie.
  22. Kim, E. Y. (2025). The Relationship between Academic Self-efficacy and Learning Outcomes among Nursing Students: The Mediating Effect of Self-Determined Learning Motivation. Asia-Pacific Journal of Convergent Research Interchange, 11(7), 711–722. https://doi.org/10.47116/apjcri.2025.07.46
  23. Kim, H. (2024). Exploring the interplay of language mindsets, self-efficacy, engagement, and perceived proficiency in L2 learning. Humanities and Social Sciences Communications, 11(1), 1295. https://doi.org/10.1057/s41599-024-03783-y
  24. Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005
  25. Lee, Y., Yue, Y., Perez, T., & Linnenbrink-Garcia, L. (2024). Dweck’s social-cognitive model of achievement motivation in science. Learning and Individual Differences, 110, 102410. https://doi.org/10.1016/j.lindif.2024.102410
  26. Liang, H., & Wu, S. (2025). Dynamic pathways to academic engagement in university students: A mixed-methods study on growth mindset, grit, and academic self-efficacy with ecological momentary assessment. Frontiers in Psychology, 16, 1653578. https://doi.org/10.3389/fpsyg.2025.1653578
  27. Luo, Q., Chen, L., Yu, D., & Zhang, K. (2023). The mediating role of learning engagement between self-efficacy and academic achievement among chinese college students. Psychology Research and Behavior Management, Volume 16, 1533–1543. https://doi.org/10.2147/PRBM.S401145
  28. Macakova, V., & Wood, C. (2022). The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education, 47(2), 259–269. https://doi.org/10.1080/03075079.2020.1739017
  29. Meng, Q., & Zhang, Q. (2023). The influence of academic self-efficacy on university students’ academic performance: the mediating effect of academic engagement. Sustainability, 15(7), 5767. https://doi.org/10.3390/su15075767
  30. Miao, H., Guo, R., & Li, M. (2025). The influence of research self-efficacy and learning engagement on Ed.D students’ academic achievement. Frontiers in Psychology, 16, 1562354. https://doi.org/10.3389/fpsyg.2025.1562354
  31. Prihandoko, L. A., Morganna, R., & Nugrah Amalia, S. (2024). Self-efficacy and Metacognition as the Mediated Effects of Growth Mindset on Academic Writing Performance. Journal of Language and Education, 10(2), 108–122. https://doi.org/10.17323/jle.2024.13979
  32. Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. https://doi.org/10.1016/j.edurev.2010.10.003
  33. Xie, L., Ma, W., Du, K., Huang, Y., Li, A., Wang, H., Cui, H., Qiu, W., Gao, R., Qu, G., Wang, X., & Liu, C. (2025). Association between exercise self-efficacy and physical activity in elderly individuals: A systematic review and meta-analysis. Frontiers in Psychology, 16, 1525277. https://doi.org/10.3389/fpsyg.2025.1525277
  34. Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: when students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805
  35. Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? The American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
  36. Yılmaz, E. (2022). Development of mindset theory scale (growth and fixed mindset): A validity and reliability study (Turkish Version). Research on Education and Psychology, 6(Special Issue), 1–26. https://doi.org/10.54535/rep.1054235
  37. Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 253–259.
  38. Zander, L., Brouwer, J., Jansen, E., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students’ integration in academic and social support networks. Learning and Individual Differences, 62, 98–107. https://doi.org/10.1016/j.lindif.2018.01.012
  39. Zhang, G., Feng, W., Zhao, L., Zhao, X., & Li, T. (2024). The association between physical activity, self-efficacy, stress self-management and mental health among adolescents. Scientific Reports, 14(1), 5488. https://doi.org/10.1038/s41598-024-56149-4
  40. Zhang, J., & Cao, A. (2025). The psychological mechanisms of education for sustainable development: environmental attitudes, self-efficacy, and social norms as mediators of pro-environmental behavior among university students. Sustainability, 17(3), 933. https://doi.org/10.3390/su17030933