Analysis of quality of university life and academic self-efficacy of the students in physical education and sport teaching department

The purpose of the study is to determine the relationship between quality of university life and academic self-efficacy of the physical education and sports teaching department students in Ağrı İbrahim Çeçen University and it aimsto analyze whether the relationship differentiate according to some demographic variables. In this study survey model using commonly in both education and sports sciences was used. The target population of the study is the physical education and sports teaching department students in Ağrı İbrahim Çeçen University. The sample group of the study consists of 234 undergraduate students, 160 males and 74 females, continuing their education when the surveys were applied. İn the study, Academic self-efficacy scale developed by Schwarzer (1981) and adapted into Turkish by Yılmaz et al. (2007), Quality of university life scale developed by Doğanay and Sarı (2004) and Personal information form developed by the researcher were used. İn the analysis of data, the normal distributions of quality of university life sub-dimensions and academic self-efficacy were firstly tested with Kalmagorov-Smirnov and Shapiro-Wilk test in order to determine whether the difference of group average about demographic variables was significant. Behind, Mann-Whitney U Test was used to analyze paired comparisons and Kruskal Wallis Variance Analysis was used for multiple comparisons, when the difference was significant according to Kruskal Wallis Variance Analysis, Mann-Whitney U Test was applied to determine which group resulted from the difference. The level of significance was determined as 0,05 in the study. İn the result of the study, it was determined that quality of university life sub-dimensions and academic self-efficacy of the students participating to the study didn't differentiate in a significant level according to gender variable. It was concluded that considering the sub-dimensions of quality of university life scale, next sub-dimension was more significant for the students in 18-20 years old than the students in 21-23 according to age variable; while identity sub-dimension was more significant for the students living with their families than the students staying in a dormitory according to living place variable, life quality in the classroom environment of the students at 4th class was more significant than the students at 3rd class according to class variable. Considering academic self-efficacy of the participants, it was identified that there weren't differences in significant level according to age and living place variables. Besides, it was concluded academic self- efficacy of the students at 1st class was more significant than the studentsat 2nd class.