Investigating the attitudes towards e-learning in sports, academic procrastination behaviors and emotional intelligence traits of the students studying at the faculty of sports sciences

In this study, it was aimed to examine the Attitudes towards E-learning in Sports, Academic Procrastination behaviors and Emotional Intelligence traits of the students studying at the Faculty of Sport Sciences in terms of different variables. Relational scanning model was used in the research. The sample of this study was determined by the convenience sampling method. A total of 541 university students, 230 women and 311 men, studying in the field of sports sciences at Gazi, Ankara, Ankara Yıldırım Beyazıt and Hacettepe Universities in the 2019-2020 academic year participated in the study. "Personal Information Form", "Attitude Scale Towards E-Learning in Sports", "Academic Procrastination Scale", "Emotional Intelligence Feature Scale – Short Form" were used as data collection tools. Descriptive statistics such as frequency, percentage distribution, arithmetic mean, mode, median through SPSS-22 package program were used in the analysis of data collected in accordance with the purpose of the research; Pearson Correlation test to examine the relationship between the two scales; MANOVA and Multiple Regression Analysis Enter method was used. As a result, in order to determine the predictive effect of Attitude towards E-learning in Sports and Emotional Intelligence on Academic Procrastination, a regression model was established in which academic procrastination was taken as dependent variables and the Attitude towards E-learning in Sports and Emotional Intelligence Traits were independent variables. The predictive effect of the relationship between the Attitude towards E-learning in Sports and the Emotional Intelligence Traits and Academic Procrastination was found to be significant. When the significance levels of the parameters in the model are examined; Well-being and sociability sub-dimensions of the Attitude Scale towards E-learning in Sports and Emotional Intelligence Scale significantly predict academic procrastination. While e-learning attitude scale in sports and the sociality sub-dimension of Emotional Intelligence scale negatively predicted academic procrastination, it was determined that well-being level positively predicted academic procrastination. In addition, it were determined that there is a significant difference between gender, active sports status, type of sports they perform, and the emotional intelligence feature scale of the duration of performing sports. Active sports status, grade point average of the previous term, monthly income of the family, education level of the mother, education level of the father, preferred education type, e-learning success for theoretical courses, e-learning success for practical courses, preferred study style, the best learning type and the type of motivation they have and the scale of attitude towards e-learning in sports and emotional intelligence traits. A significant difference was also found between the age variable and the academic procrastination scale.