The effect of attribution and social competence levels on academic success in 14-16 years of group students with and without sports

The aim of this study; The aim of this study is to compare the effect of assertiveness and social competence levels of 14-16 year old female and male students who do sports and those who do not, on their academic success. The assertiveness levels of the participants, the social competence expectation scale, their status of doing sports, and gender were discussed. A questionnaire consisting of three parts was used as a data collection tool. In the first part of the data collection tool, there is a socio-demographic information form consisting of the gender and academic achievement scores of the participants. In the second part of the questionnaire, there is the Rathus Assertiveness Inventory, which was developed by Rathus (1973) and adapted into Turkish by Voltan (1980) in order to measure the assertiveness levels of individuals. In the third part of the questionnaire, there is the Social Competency Expectation Scale developed by Bilgin (1999) in order to measure adolescents' expectation of social competence (the ability to enter and maintain interpersonal relationships). In the study, it was applied with 284 students who participated in the online survey system from 14-16 age group students studying at Özdemir Sabancı Anatolian High School and Ayazağa Anatolian High School affiliated to the Ministry of National Education of Istanbul. As a result of the research, a significant difference was found in gender social competence levels. It was revealed that female students' social competence levels were higher than males. It has been determined that there is a significant difference between the assertiveness levels of the students who do sports and those who do not. The assertiveness levels of the students who do sports were found to be higher. It was determined that academic achievement scores did not differ significantly according to the state of doing sports (p>0.05). A negative and significant relationship was found between assertiveness score and academic achievement score in the groups who do and do not do sports. The academic achievement scores of the students with high assertiveness scores in the two groups were found to be low. It is seen that doing sports has a positive and significant effect on the relationship between assertiveness and social competence and academic achievement score (β=0.12; t=2.01; p<0.05).