sports science students

Purpose Academic procrastination (AP) is a pervasive self-regulatory problem that undermines students’ academic functioning and psychological well-being. This study examined the direct and indirect relationships between growth and fixed mindsets, internal and external locus of control, and AP in sports science students. Method Internal and external locus of control were tested as parallel mediators in separate growth and fixed mindset models. A cross-sectional predictive design was employed with 544 undergraduate sports science students in Eastern Anatolia, Türkiye. Participants completed measures of mindset, locus of control, and AP. Parallel mediation analyses were conducted using PROCESS Macro (Model 4) with 5,000 bootstrap samples, controlling for age and gender. Results The direct effects indicated that a growth mindset was negatively associated with AP, whereas a fixed mindset was positively associated with AP. A growth mindset was positively associated with an internal locus of control and negatively associated with an external locus of control, whereas a fixed mindset was negatively associated with an internal locus of control and positively associated with an external locus of control. An external locus of control was positively associated with AP and significantly mediated the relationships between both mindset dimensions and AP. In contrast, the internal locus of control did not significantly mediate either relationship. Male students reported higher AP levels than female students, and age was negatively associated with AP. Conclusion These findings suggest that an external locus of control is a key behavioral mechanism linking mindset beliefs to AP. Interventions targeting maladaptive external control beliefs may help reduce AP among sports science students.

The aim of this research is to determine the profiles of students in the Faculty of Sports Sciences according to their levels of recreational anxiety and to examine these profiles in terms of various demographic variables. The study, conducted within the framework of the general survey model, a quantitative research method, included 325 undergraduate students in the research group. Data were collected through a Personal Information Form and a Recreational Anxiety Scale. Hierarchical clustering (Ward’s method) and K-means clustering analysis were used to determine profiles. One-way analysis of variance (ANOVA), chi-square test, and correspondence analysis were used for demographic variables. The findings showed that participants were divided into three different profiles: low, medium, and high recreational anxiety. Low, medium, and high anxiety profiles were determined in all sub-dimensions of recreational anxiety. A significant and low-level relationship was found between age, gender, class level, employment status, and weekly physical activity participation frequency and recreational anxiety profiles. However, a moderate and significant relationship was found between experiencing anxiety in previous recreational activities and current recreational anxiety profiles. Furthermore, it was observed that as the level of self-efficacy in recreational activities increased, recreational anxiety decreased. Consequently, it was determined that recreational anxiety does not exhibit a homogeneous structure among students, that different profiles emerge, and that past recreational experiences and the individual's perception of competence are particularly important in understanding these profiles. The findings indicate that it is important for recreation programs in universities to be planned with the individual differences and past experiences of students in mind.

هدف این پژوهش تعیین پروفایل‌های دانشجویان دانشکده علوم ورزشی بر اساس سطوح اضطراب اوقات فراغت آنان و بررسی این پروفایل‌ها از نظر متغیرهای جمعیت‌شناختی مختلف است. این مطالعه که در چارچوب مدل پیمایش عمومی و به عنوان یک روش پژوهش کمی انجام شده است، شامل ۳۲۵ دانشجوی کارشناسی در گروه پژوهش بود. داده‌ها از طریق فرم اطلاعات فردی و مقیاس اضطراب اوقات فراغت جمع‌آوری شد. برای تعیین پروفایل‌ها از خوشه‌بندی سلسله‌مراتبی (روش Ward) و تحلیل خوشه‌ای K-means استفاده شد. برای متغیرهای جمعیت‌شناختی از تحلیل واریانس یک‌طرفه (ANOVA)، آزمون کای‌دو و تحلیل تطابق استفاده گردید. یافته‌ها نشان داد که شرکت‌کنندگان به سه پروفایل مختلف تقسیم شدند: اضطراب اوقات فراغت پایین، متوسط و بالا. پروفایل‌های اضطراب پایین، متوسط و بالا در تمامی زیرمقیاس‌های اضطراب اوقات فراغت تعیین شد. بین سن، جنسیت، سطح کلاس، وضعیت اشتغال و فراوانی مشارکت هفتگی در فعالیت‌های بدنی با پروفایل‌های اضطراب اوقات فراغت، رابطه‌ای معنادار و در سطح پایین یافت شد. با این حال، بین تجربه اضطراب در فعالیت‌های اوقات فراغت قبلی و پروفایل‌های فعلی اضطراب اوقات فراغت، رابطه‌ای معنادار و در سطح متوسط مشاهده شد. همچنین مشاهده شد که با افزایش سطح خودکارآمدی در فعالیت‌های اوقات فراغت، اضطراب اوقات فراغت کاهش می‌یابد. در نتیجه، مشخص شد که اضطراب اوقات فراغت در میان دانشجویان ساختاری همگن ندارد، پروفایل‌های متفاوتی ظاهر می‌شود و تجربیات گذشته اوقات فراغت و ادراک شایستگی فرد به طور خاص در فهم این پروفایل‌ها اهمیت دارد. یافته‌ها نشان می‌دهد که برنامه‌های اوقات فراغت در دانشگاه‌ها باید با توجه به تفاوت‌های فردی و تجربیات گذشته دانشجویان برنامه‌ریزی شود.