The examination of association of maladaptive perfectionism with academic integration and self-efficacy characteristics in sports management students

The overarching goal of this thesis was to investigate the relationship among functional/positive and dysfunctional/negative perfectionism tendencies with academic integration and self-efficacy characteristics of the Faculty of Sports Sciences students. The mediator role of academic self-efficacy on the relationship between perfectionism tendencies and academic integration has been also examined in the current study. The population of the study consisted of students studying at the universities of sports science faculties, and the sample consisted of 450 university students studying at the faculties of Sport Sciences of Bozok University, Yıldırım Beyazıt University, Akdeniz University and Hacettepe University. The departments are as follows; teaching, management, coaching and recreation. Students have completed Social-demographical Form, Frost Multidimensional Perfectionism Scale (FMPS, Frost et al., 1990), UTRECH Academic Integration Scale (Schaufeli, Martinez, Marques-Pinto, Salanova, & Bakker, 2002) and Academic Self-Efficacy Scale (Kandemir, 2010). All data was analyzed using SPSS23 (IBM Corp, Armonk, NY). Correlation analyses were conducted in order to see the relationships among study variables, and one-was analysis of variance (ANOVA) was conducted in order to see the group differences. The mediator role of academic self-efficacy on the relationship between the subscales of functional and dysfunctional perfectionism with academic integration has been examined using the macro modeling procedure called PROCESS based on regression analysis (Hayes, 2013). Findings indicated that high positive/functional perfectionism group has significantly higher academic integration and academic self-efficacy scores than low positive/functional perfectionism group. There has been no siginificant difference has been found between low and high negative/dysfunctional perfectionism groups. The direct relationship between academic integration and academic self efficacy has been found significant in the mediation analyses. The findings of the analyses of indirect effects showed that academic self-efficacy mediates the relationship between anxiety of making mistakes, not being sure of what s/he is doing, familial criticism (subscales of negative/dysfunctional perfectionism) with academic integration. Furthermore, academic self-efficacy mediates the relationship between personal standards, order features (subscales of positive/functional perfectionism) with academic integration. While the subscales of negative/dysfunctional perfectionism decreased the academic integration through decreasing academic self-efficacy, the subscales of positive/functional perfectionism had an opposite effect.