The effect of educational stress of sports sciences faculty on their job finding anxiety

The purpose of this study is to examine the impact of educational stress among students of the Faculty of Sports Sciences on their employment anxiety, considering various variables. In this study, the relational survey model, one of the quantitative research methods, was employed. The population of the study consists of 1,510 students enrolled in the Faculty of Sport Sciences at Fırat University, while the sample comprises 346 students determined through a power analysis. The data collection instrument used in the study consists of three sections. The first section includes a personal information form prepared by the researcher to reveal the individual and demographic data of the participants; the second section includes the Educational Stress Scale, and the third section comprises the Employment Anxiety Scale. Percentage and frequency values of the data were calculated, and independent samples t-tests were performed for binary comparisons, while ANOVA tests were conducted for multiple comparisons. The relationship between the two scales was analyzed using the Pearson Correlation test, and the impact between the scales was assessed using Linear Regression tests. As a result, it can be stated that there is a significant relationship between the levels of educational stress and employment anxiety among students in the Faculty of Sports Sciences, with an effect size of 16.1%. It was found that gender does not have an effect on educational stress and employment anxiety. When examining age, it was observed that as age increases, both grade anxiety and hopelessness in educational stress tend to increase, while employment anxiety levels also rise with age. Regarding the students' fields of study, those enrolled in the Recreation department reported higher levels of work pressure; however, in general, their levels of educational stress and employment anxiety were not significantly affected by their departments. Lastly, when considering class levels, it was noted that third-year students exhibited higher grade anxiety in their educational stress levels, yet their overall levels of educational stress and employment anxiety were not significantly influenced by their fields of study.