Does emotional intelligence determine the level of self-efficacy in athletes?

2020 ◽  
Vol 8 (4) ◽  
pp. 890-896
Author(s):  
Varol Tutal ◽  
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Personal Information ◽  
Pearson Correlation ◽  
The Self ◽  
Score Distribution ◽  
Significant Difference ◽  
Measurement Tools ◽  
Skills Use

The purpose of this study is to identify the determinant role of emotional intelligence sub-dimensions (evaluation of others' emotions, evaluation of one’s own emotions, regulation of emotions, social skills, use of emotions) in determining the self-efficacy levels of athletes. In addition, emotional intelligence, and self-efficacy levels of the athletes by gender variable were examined within the scope of this study and the results were reported. A total of 261 athletes from different sports (soccer, basketball, handball, volleyball, tennis, wrestling) volunteered to participate in the study with 163 males (57.8), (Xage = 22.36 ± 4.34) and 119 females (42.2), (Xage = 21.08 ± 3.61). Within the scope of the study, information on socio-demographic variables was collected using a personal information form created by the researchers. In the study, "Emotional Intelligence Sports Inventory" which was adapted into Turkish by Adiloğulları and Görgülü (2015), and the "Self-Efficacy Scale" which was adapted into Turkish by Öcel (2002) were used as measurement tools. The skewness and kurtosis values for the total score distribution of the surveys indicated that the distribution was normal. In line with this, descriptive statistics (frequency and percentage) were used, and Pearson correlation analyses were completed to determine the relationships between the variables. A stepwise regression analysis was completed to determine the power of independent variables in predicting the dependent variable. According to the findings obtained, it was determined that the emotional intelligence levels of the athletes are important determinants of their self-efficacy levels and the analysis completed in two steps explained approximately 12% of the variance. However, while there was no significant difference in the self-efficacy mean scores by gender, significant differences were found in the emotional intelligence levels of the athletes within the groups.

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

2021 ◽  
Vol 7 (3) ◽  
pp. 68
Author(s):  
Isa Doğan ◽  
Gamze Durmuş
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Concept ◽  
Test Analysis ◽  
Grade Levels ◽  
Significant Difference ◽  
The Relationship ◽  
Academic Self Efficacy

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 Doğan 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.

scholarly journals Adolescents’ Perception of Father’s Nurturance and Its Relation with Self- Efficacy and Academic Motivation

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Alethea Baracho ◽  
Anthea Mendonsa
Keyword(s):  
Self Efficacy ◽  
Quantitative Data ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Future Research ◽  
Academic Motivation Scale ◽  
Significant Difference ◽  
Motivation Scale ◽  
North And South

The present study was conducted to examine the role of Adolescent’s Perception of Father’s Nurturance on Self- efficacy and Academic Motivation. It also aimed at exploring whether Adolescent Perception of Father’s Nurturance differs in relation to type of family and religion. A total of 200 adolescents from North and South Goa (91 females and 109 males) between the ages of 16-18 years were selected for the purpose of the study. The Nurturant Fathering Scale (FNS) by Finley & Schwartz; The Self- Efficacy Questionnaire for Children (SEQ-C) by Muris and The Academic Motivation Scale for High School (AMS-HS-28) version by Vallerand et al were administered to obtain quantitative data on the variables. The data was analyzed with the help of z- test, Pearson Correlation and ANOVA. Results of the study revealed that there is a weak positive correlation between Adolescent’s Perception of Father’s Nurturance and Self-Efficacy and Academic Motivation. With respect to type of family, no difference was found in Adolescent Perception of Father’s Nurturance. However, a significant difference in the same was found in relation to religion. Limitations of the study and implications for future research have been discussed.

scholarly journals Relationships Between Emotional Intelligence, Mental Skills and Techniques: A Research on Professional Athletes

2021 ◽  
Vol 15 (6) ◽  
pp. 2167-2174
Author(s):  
Temel Çakiroğlu
Keyword(s):  
Emotional Intelligence ◽  
Personal Information ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Professional Sports ◽  
Multiple Linear Regression Analysis ◽  
Mental Skills ◽  
Mental Training ◽  
Significant Difference ◽  
Emotional Intelligence Inventory

The purpose of this research is to examine the relationships between the levels of mental skills and techniques of university students, who continue their sports life as licensed in different sports branches, and the emotional intelligence in sports. A total of 169 athletes, 91 male (53.8%) (Mage=25.36±6.06) and 78 female (46.2%) (Mage=23.03±4.98), who continue their professional sports life in different sports branches, voluntarily participated in the research. The research was designed in relational screening model. Personal Information Form, Mental Training Inventory in Sport, and Emotional Intelligence Inventory in Sport, which were created by the researchers, were used as data collection tools within the scope of the research. In the analysis of the data, firstly, the skewness and kurtosis values were checked for the normality assumptions and it was determined that the distribution was normal. In this direction, t-test was used to compare two independent groups, Pearson correlation analysis was used to determine the relationships between the variables, and multiple linear regression analysis was used to determine the power of the independent variables in predicting the dependent variable. When the findings obtained within the scope of the research were examined, it was determined that the emotional intelligence sub-dimensions significantly predicted the components of mental training skills and techniques. In this context, a result was obtained that as the level of emotional intelligence increases, the levels of mental training skills and techniques will also increase. However, when the analyzes for demographic variables were examined within the scope of the research, it was determined that there was a significant difference within the groups. As a result, it is recommended to include programs on emotional intelligence and mental training skills and techniques in the training of athletes in order to achieve the optimal range of sportive performance. Keywords: Emotional Intelligence, Mental Training, Sports

Investigation of Readiness and Expectations of Students of Sports Science Faculties Regarding the E-Learning Process and Their Self-Efficacy Perceptions

2021 ◽  
Vol 15 (10) ◽  
pp. 3211-3216
Author(s):  
Ahmet Yavuz Malli ◽  
Hasan Buğra Ekinci ◽  
Emrah Seçer ◽  
Nurcan Demirel ◽  
Cemil Tuğrulhan Şam
Keyword(s):  
Learning Process ◽  
Self Efficacy ◽  
Personal Information ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Factors Affecting ◽  
Sports Science ◽  
Significant Difference ◽  
E Learning ◽  
Sports Sciences

Aim: The aim of this study is to examine the relationship between the readiness and expectations of the students of sports science faculties regarding the e-Learning process as well as their self-efficacy perceptions. Methods: The research group consists of 146 men and 64 women studying at the faculties of sports sciences, a total of 210 university students. “Personal Information Form”, “Readiness and Expectation Scale for e-Learning Process” and “General Self-efficacy Scale (GSE)” were applied to the participants. In the analysis of the data, the appropriateness of the parametric tests was reviewed and the independent sample t-test, ANOVA, Pearson correlation and simple linear regression analysis were used. Results: In the study, it is seen that there is no significant difference in self-efficacy perceptions and its sub-dimensions according to gender and habit of playing sports actively, but there is a statistical difference between the groups when compared according to grade level. It is found that there is a significant difference in the readiness and expectations of e-Learning in favor of women in terms of only the dimension of factors that affect success according to gender. It is observed that according to habit of playing sports actively, the scores of those who play sports are high in total score averages and in all other dimensions except for the dimension of factors affecting success, and there is a statistically significant difference between the groups in terms of access to technology and technical skills when compared according to the grade. It is seen that there is a positive linear relationship between self-efficacy perception and readiness and expectation for e-Learning, and that self-efficacy perception explains 6% of the variance in readiness and expectations for e-Learning. Conclusion: In the research, it is concluded that the self-efficacy perceptions and readiness for e-Learning of those who play sports actively are higher, and that self-efficacy perception is an important predictor of their readiness and expectations regarding e-Learning. Keywords: E-Learning, Self-Efficacy Perception, Sports Sciences, Distance Education

scholarly journals Relationships Between Emotional Intelligence, Mental Skills and Techniques: A Research on Professional Athletes

2021 ◽  
Vol 15 (7) ◽  
pp. 2014-2021
Author(s):  
Temel Çakiroğlu
Keyword(s):  
Emotional Intelligence ◽  
Personal Information ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Professional Sports ◽  
Multiple Linear Regression Analysis ◽  
Mental Skills ◽  
Mental Training ◽  
Significant Difference ◽  
Emotional Intelligence Inventory

The purpose of this research is to examine the relationships between the levels of mental skills and techniques of university students, who continue their sports life as licensed in different sports branches, and the emotional intelligence in sports. A total of 169 athletes, 91 male (53.8%) (Mage=25.36±6.06) and 78 female (46.2%) (Mage=23.03±4.98), who continue their professional sports life in different sports branches, voluntarily participated in the research. The research was designed in relational screening model. Personal Information Form, Mental Training Inventory in Sport, and Emotional Intelligence Inventory in Sport, which were created by the researchers, were used as data collection tools within the scope of the research. In the analysis of the data, firstly, the skewness and kurtosis values were checked for the normality assumptions and it was determined that the distribution was normal. In this direction, t-test was used to compare two independent groups, Pearson correlation analysis was used to determine the relationships between the variables, and multiple linear regression analysis was used to determine the power of the independent variables in predicting the dependent variable. When the findings obtained within the scope of the research were examined, it was determined that the emotional intelligence sub-dimensions significantly predicted the components of mental training skills and techniques. In this context, a result was obtained that as the level of emotional intelligence increases, the levels of mental training skills and techniques will also increase. However, when the analyzes for demographic variables were examined within the scope of the research, it was determined that there was a significant difference within the groups. As a result, it is recommended to include programs on emotional intelligence and mental training skills and techniques in the training of athletes in order to achieve the optimal range of sportive performance. Keywords: Emotional Intelligence, Mental Training, Sports

Emotional Intelligence and Self-efficacy of Iranian Teachers: A Research Study on University Degree and Teaching Experience

2016 ◽  
Vol 7 (3) ◽  
pp. 548 ◽  
Author(s):  
Seyed Mohammad Reza Amirian ◽  
Azam Behshad
Keyword(s):  
Emotional Intelligence ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Sense Of Efficacy ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
University Degree

This study evaluates the level of emotional intelligence, self-efficacy to investigate whether a relationship exists between these two attributes or not, also, the role of years of teaching experience and teachers’ university degrees in their emotional intelligence. To this end, 70 teachers were asked to complete The Assessing Emotions Scale Questionnaire (Salovey and Mayer, 1990) and Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), regardless of their English teaching experience. The aim of this study was to represent the importance of emotional intelligence, self-efficacy and in teachers for having an effective teaching. The results indicated a significant relationship between teachers’ EI and their self-efficacy. Moreover, the findings showed that there was a significant relationship between teachers’ EI with their years of teaching experience, in a way that more experienced teachers can benefit their low experienced colleagues with their emotional experiences. Meanwhile, no significant difference was found between teachers’ EI in terms of different university degrees. The research results also proved a positive relationship between EI and self-efficacy.

scholarly journals The Role of Leisure Management in Study-Leisure Conflict in Secondary Education

2020 ◽  
Vol 13 (11) ◽  
pp. 74
Author(s):  
Tebessüm Ayyıldız Durhan
Keyword(s):  
Time Management ◽  
Leisure Time ◽  
Personal Information ◽  
Pearson Correlation ◽  
Measurement Tool ◽  
Measurement Tools ◽  
Pearson Correlation Test ◽  
The Relationship ◽  
Conflict Scale

In the study where the relationship between study-leisure conflict and leisure management and the effect of leisure management on this conflict was investigated, it was also determined how certain variables changed the level of SLCS and LM. The study included 236 students studying in total 4 secondary and high schools in Ankara, and the data were obtained through personal information form as well as study-conflict and leisure management scales. Study and leisure conflict scale; “Study-Leisure Conflict Scale” is a measurement tool developed by Işık and Demirel (2018), inspired by the scale of “Measurement of Work-Leisure” (Tsaur et al., 2012), consisting of 20 questions and 5 sub-dimensions. “Leisure Management” scale is a measurement tool developed by Wang et al. (2011), consisting of 15 questions and 4 sub-dimensions and adapted to Turkish by Akgül and Karaküçük (2015). Parametric tests were applied since it was determined that the data showed normal distribution. In the analysis of the data, descriptive statistics, independent sample T test, one-way analysis of variance ANOVA test and Tukey (HSD-LSD) test were used for intra-group comparisons, and Pearson Correlation test and Regression analysis were used to determine the relationship and effect. The findings of the research show that the participants displayed a level of conflict below average; on the other hand, they showed a level of leisure management slightly above the average. Partial weak relations were determined between the study-leisure conflict scale and the leisure-time management scale, while at the same time; it decreased the level of leisure-study conflict of leisure time, although it was not significant. It is among other findings that certain variables change the measurement tools. As a result of the research, it is thought that the partial weak relations between study-leisure conflict and leisure management will return to the expected negative momentum by the students having effective knowledge and skills about leisure management. Accordingly, it is revealed by the findings of the study that more information on leisure time, management and conflict resolution should be transferred in education programs.

scholarly journals Examining the relationship between self-efficacy and life satisfaction in cycling and trekking individualsBisiklet kullanan ve trekking yapan bireylerin yaşam doyumu ve öz yeterliklerinin incelenmesi

2018 ◽  
Vol 15 (4) ◽  
pp. 2398
Author(s):  
Ersin Ballıkaya ◽  
Ali İlhan Barut ◽  
Abdurrahman Demir ◽  
Ferhat Çiftçi ◽  
Manolya Akın
Keyword(s):  
Life Satisfaction ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Educational Status ◽  
English Summary ◽  
T Test ◽  
The Self ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
The Relationship

The purpose of this study is to examine and compare the relationship between self efficacy and life satisfaction scores in terms of age, gender, education level in cycling and trekking individuals. The research was conducted using descriptive scanning model. The sample of the study was individuals who are actively cycling and trekking in the province of Mersin. 51 women and 105 men participated in the research as voluntary.(Xage=38.79±14,39). Data were derived from participants by applying “Self-Efficacy Scale” which is adapted by Köseoğlu,Gerçek, Yılmaz, Soran (2007) and “Life Satisfaction Scale” which is adapted by Yetim(1993). Descriptive statistics, independent groups T-test, one -way ANOVA analyses and Pearson correlation were used to analyze the data. The total average of self-efficacy and life satisfaction scores of cycling and trekking individuals are high and in order of 25,03±5,46 and 31,36±5,36. The findings of the research showed that there is a significant correlation between self-efficacy and life satisfaction scores (r= ,36; p<0,01). According to T-test results, there is no significant difference between mean scores of self-efficacy and life satisfaction in terms of age, gender and education levels in all groups.(p >,05).According to the results of research, life satisfaction and self-efficacy average scores of individuals who regularly cycling and trekking were found to be high. When the self-efficacy and life satisfaction average scores were examined, no significant difference was found in terms of gender, age and educational status in terms of these variables. While the self-efficacy scores of the participants increased, life satisfaction scores increased.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada, bisiklet ve trekking sporu yapan bireylerin öz-yeterlik ve yaşam doyumu puanlarının cinsiyet, yaş, eğitim durumu değişkenleri açısından incelenmesi ve katılımcıların öz-yeterlik ve yaşam doyumu puanları arasındaki ilişkinin ortaya konulması amaçlanmıştır. Araştırma betimsel tarama modeli kullanılarak gerçekleştirilmiştir. Çalışmanın örneklemini, Mersin ilinde aktif olarak bisiklet ve trekking sporu yapan 51 kadın, 105 erkek toplam 156 (Xyaş= 38,79 + 14,39) katılımcı oluşturmuştur. Araştırmada veri toplama aracı olarak Köseoğlu, Gerçek, Yılmaz, Soran (2007) tarafından Türkçe’ ye uyarlanan “Algılanan Öz-Yeterlik Beklentisi Ölçeği” ve Yetim (1993) tarafından Türkçe`ye uyarlanan “Yaşam Doyumu Ölçeği” kullanılmıştır. Verilerin analizinde betimsel istatistikler, bağımsız gruplar için “T testi”, tek yönlü varyans analizi (ANOVA) ve pearson korelasyon katsayısı kullanılmıştır. Elde edilen sonuçlara göre bisiklet ve trekking sporu yapan bireylerin öz-yeterlik puan ortalamaları (31,36± 5,36) ve yaşam doyumu puan ortalamalarının (25,03± 5,46) yüksek olduğu belirlenmiştir. Ayrıca çalışmaya katılan bireylerin öz-yeterlik ve yaşam doyumu puanları arasında pozitif bir korelasyon saptanmıştır (r=,36; p<,01). Katılımcıların cinsiyet, yaş, eğitim durumu ve spor dalı değişkenine göre öz-yeterlik ve yaşam doyumu puanlarının farklılaşıp farklılaşmadığına bağımsız gruplar için t testi ile bakılmış ve tüm gruplarda istatistiksel olarak anlamlı bir fark bulunamamıştır (p>,05). Araştırma sonuçlarına göre, düzenli bisiklet süren ve trekking yapan bireylerin yaşam doyumu ve öz yeterlik ortalama puanlarının yüksek olduğu gözlenmiştir. Öz yeterlik ve yaşam doyumu ortalama puanları incelendiğinde cinsiyet, yaş ve eğitim durumu yönünden bu değişkenler açısından anlamlı bir farka rastlanmamıştır. Katılımcıların öz yeterlik puanları artarken, yaşam doyumu puanlarının da arttığı gözlenmiştir.

Comparisonal investigation of emotional intelligence in addicted and nonaddicted people

2011 ◽  
Vol 26 (S2) ◽  
pp. 53-53 ◽  
Author(s):  
A. Homayouni
Keyword(s):  
Emotional Intelligence ◽  
Interpersonal Relationship ◽  
The Self ◽  
Self Report ◽  
Expression Of Emotion ◽  
Significant Difference ◽  
Self Actualization ◽  
Regulation Of Emotion ◽  
Abnormal Behaviors

Introduction & objectivesEmotional intelligence (E/I) consists of appraisal of emotion in the self and others, regulation of emotion in the self and others and utilization of emotion in solving problems. Subsumed under these branches are functions such as verbal and non verbal appraisal and expression of emotion and using emotions to motivate as part of the utilization of emotions. (Salovey & Mayer's, 1990). Emotional intelligence components are important in psychological functions such as problem-solving, happiness, stress-tolerance, self-actualization and interpersonal relationship. So the research aimed to investigate role of Emotional intelligence in tendency to addiction.MethodsIn sampling process a total of 73 addicted people and 73 non-addicted people were randomly selected. All participants were requested to complete Schutte’s Self- Report E/I Test (SSREIT) (33 item). The test measures ability of E/I in three fields: Appraisal of emotion, regulation of emotion and utilization of emotion. In order to analyzing the data independent T test was used to compare means of two groups.ResultsFindings indicated significant differences between two groups in components of emotional intelligent. Nonaddicted people had more scores in appraisal of emotion, utilization of emotion and general score of emotional intelligence. But there was no significant difference in regulation of emotion in two groups.ConclusionsConsidering the results, it is recommended EI education programs and applying the plans for enhancing emotional intelligent components in order to increasing abilities and competencies in confronting with crisis and bad events and reducing risk of abnormal behaviors, specially addiction.

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