Akademik Öz-Yeterlilikle Kariyer Stresi İlişkisinde Azmin Aracı Etkisinin Yapısal Eşitlik Modeliyle İncelenmesi

Abstract

In this study, the effect of the perseverance tool variable on the relationship between academic self-efficacy and career stress of university students was examined with the structural equation model. In the study, it was examined whether the career stress of university students varies significantly according to grade level, age and gender variables. The study group of the research consisted of 209 university students who are still studying at Kocaeli University Faculty of Education in the 2023-2024 academic year. The data of the study were obtained by Yılmaz, Gürçay and Ekici (2007) by conducting validity and reliability studies and the "Academic Self-Efficacy Scale" with a Cronbach alpha reliability coefficient of .79, which was adapted to Turkish by Sarıçam, Çelik and Oğuz (2016), the "Perseverance Scale" with a Cronbach alpha reliability coefficient of .75, for which validity and reliability studies were carried out, and validity and reliability studies were carried out by Özden and Sertel Berk (2017) and collected using the "Career Stress Scale" with a Cronbach alpha reliability coefficient of .94 and the "Personal Information Form" developed by the researcher. The data were analyzed with the SPSS program and percentage, arithmetic mean, frequency, t test, variance analysis, were performed. Mediating effect analyses were carried out through the Amos program. As a result of the research, it was seen that academic self-efficacy levels of university students significantly and negatively affected career stress, while perseverance behavior negatively affected career stress. According to the findings, although there was no significant difference between students' gender and career stress levels and students studying in the 2nd grade had the lowest level of career stress, students studying in the 4th grade had the highest level has been found to have career stress.