The effect faculty of sports science students' time management and self-efficacy levels on academic achievement

The aim of this study is to examine the impact of time management and self-efficacy levels of sports science students on their academic achievement. The study sample consists of a total of 428 students studying in the faculty of sports sciences, including 206 females and 222 males. The data collection tools used in the research include a "Personal Information Form," "Academic Self-Efficacy Scale," and "Time Management Scale." For data analysis, Descriptive Statistics, Independent Samples T-Test, ANOVA, Pearson Correlation Analysis, and Regression Analysis were utilized.The findings of the study indicated that there was no significant difference in academic self-efficacy and time management skills based on gender. However, analyses based on the department variable showed that students in the Recreation department had lower academic self-efficacy scores compared to those in other departments. According to the class level variable, it was found that academic self-efficacy scores decreased as the class level increased, with first- and second-year students having higher self-efficacy levels than third- and fourth-year students.Analyses based on parental education level revealed that the education level of parents had a significant effect on students' academic self-efficacy and time management skills. Notably, students whose parents had lower levels of education scored higher in certain subdimensions of time planning. Correlation analyses showed a negative relationship between academic achievement and both time planning and academic self-efficacy, while a positive relationship was found between academic self-efficacy and the subdimensions of time management.The results of the regression analyses indicated that academic self-efficacy and time planning negatively predicted academic achievement, while time attitudes had a significant positive predictive effect.