1
Department of Coaching Education, Mardin Artuklu University, Mardin, 47200, Türkiye
2
Ministry of National Education, Ankara, Türkiye
3
Department of Sports Management, Inönü University, Malatya, 44100, Türkiye
4
Faculty of Sports Sciences, Department of Sports Management, Avrasya University, Trabzon, Türkiye
5
Faculty of Physical Education and Sports Sciences, Inönü University, Malatya, 44100, Türkiye
Abstract
The aim of this study was to determine the relationship between multidimensional leadership orientations and academic self-efficacy levels among students of the Faculty of Sport Sciences. The study was conducted using a relational survey model, one of the quantitative research methods. The sample consisted of 379 Faculty of Sport Sciences students who were selected through convenience sampling and voluntarily participated in the study. Data were collected using a Personal Information Form, the Multidimensional Leadership Orientations Scale, and the Academic Self-Efficacy Scale. In the analysis of the data, an independent samples t-test was used to examine differences according to gender and whether participants were licensed athletes. A one-way analysis of variance (ANOVA) was applied to determine differences according to the variables of department, year group and overall grade point average; where significant differences were found, Tukey’s post-hoc test was applied. Pearson’s correlation analysis was used to determine the relationship between multidimensional leadership orientations and academic self-efficacy. However, significant differences in favor of female students were observed in some sub-dimensions. Licensed athletes demonstrated higher levels of multidimensional leadership orientations and academic self-efficacy than non-licensed athletes. Significant differences were also identified in certain dimensions of multidimensional leadership orientations and academic self-efficacy according to academic department, grade level, and grade point average. Pearson correlation analysis revealed positive and significant relationships between multidimensional leadership orientations and academic self-efficacy as well as its sub-dimensions. In addition, a moderate positive and significant relationship was found between total multidimensional leadership orientation scores and total academic self-efficacy scores (r = 0.52, p < .01). A significant positive relationship was identified between multidimensional leadership orientations and academic self-efficacy among students of the Faculty of Sport Sciences. The findings indicate that students with higher leadership orientation levels also tend to report higher levels of academic self-efficacy.
Esmer, O., Koc, S., Berktas, H., Sivrikaya, T., & Ozoglu, F. (2026). The relationship between multidimensional leadership orientations and academic self-efficacy among students of the faculty of sport sciences. International Journal of Eurasia Social Sciences, 17(64), 632–643. https://doi.org/10.70736/ijoess.2407
📄Akdeniz, H., & Saytekin, G. N. (2020). Examination of leadership orientations and self-confidence behaviors of faculty of sport sciences students: Kocaeli University sample. International Journal of Curriculum and Instruction, 12, 233–250. https://files.eric.ed.gov/fulltext/EJ1245234.pdf
📄Akın, R., & Terzioğlu, F. (2024). Emotional intelligence and leadership orientations among university students. Journal of Multidisciplinary Studies in Education, 8(3), 92–107. https://dergipark.org.tr/tr/download/article-file/4044690
📄Altınışık, Ü., & Çelik, A. (2022). Spor bilimleri fakültesi öğrencilerinin liderlik yönelimleri ile duygusal zeka düzeyleri arasındaki ilişkinin incelenmesi. Journal of Sport Sciences Research, 7(1), 225–236. [Crossref]
📄Anderson, D. W., Krajewski, H. T., Goffin, R. D., & Jackson, D. N. (2008). A leadership self-efficacy taxonomy and its relation to effective leadership. The Leadership Quarterly, 19(5), 595–608. [Crossref]
📄Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918–1942. [Crossref]
📄Bell, T. J., III, Anderson, T., Conner, C., & Severance, J. (2016). Does leadership style affect the academic performance of undergraduate business students? An empirical study. International Journal of Management and Human Resources, 13(1), 112–125.
📄Beltekin, E., & Kuyulu, İ. (2019). Spor bilimleri fakültelerinde öğrenim gören öğrencilerin liderlik yönelim düzeylerinin incelenmesi: Erciyes Üniversitesi örneği. Journal of Sport for All and Recreation, 1(1), 26–29.
📄Bozyiğit, E., Tosun, A., & Sönmezoğlu, U. (2023). Sport sciences students’ socially responsible leadership perceptions. International E-Journal of Educational Studies, 7(14), 381–392. [Crossref]
📄Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, Article 1781. [Crossref]
📄Cengiz, R., & Güllü, S. (2018). Spor bilimleri fakültesi öğrencilerinin liderlik yönelimleri ve fiziksel saygı düzeylerinin incelenmesi. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 3(4), 94–108. [Crossref]
📄Çetinkaya, A., Mutlu, T. O., Akoğlu, H. E., & Şentürk, H. E. (2021). An analysis of youth leadership traits among students at faculty of sports sciences. International Journal of Sport Culture and Science, 9(4), 354–369.
📄Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. [Crossref]
📄Dinç, F. (2020). Analysis of the relationship between multiple leadership orientations and social intelligence levels of students at faculty of sports sciences. Ambient Science. [Crossref]
📄Dursun, E., & Göksel, A. (2022). Öğrencilerin liderlik yönelimlerinin incelenmesi: Spor bilimleri fakültesi örneği. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 9(1), 111–123. [Crossref]
📄Dursun, M. (2026). Investigation of the relationship between cognitive flexibility and leadership orientations: A research on university athletes. Beden Eğitimi ve Spor Bilimleri Dergisi, 20(1), 128–141. [Crossref]
📄Dursun, M., Günay, M., & Yenel, İ. F. (2019). Çok yönlü liderlik yönelimleri ölçeği (ÇYLYÖ): Geçerlik ve güvenirlik çalışması. Uluslararası Yönetim Akademisi Dergisi, 2(2), 333–347. [Crossref]
📄Ekici, G. (2012). Akademik öz-yeterlik ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43(43).
📄Ermiş, E., Ermiş, A., & İmamoğlu, O. (2025). Analysis of multidimensional leadership orientations in university student tennis players. International Journal of Education Technology and Scientific Researches, 10(31), 67–75. [Crossref]
📄Fitzgerald, S., & Schutte, N. S. (2010). Increasing transformational leadership through enhancing self-efficacy. Journal of Management Development, 29(5), 495–505. [Crossref]
📄Gannouni, K., & Ramboarison-Lalao, L. (2018). Leadership and students’ academic success: Mediating effects of self-efficacy and self-determination. International Journal of Leadership in Education, 21(1), 66–79. [Crossref]
📄Garner, P., Turnnidge, J., Roberts, W., & Côté, J. (2020). How coach educators deliver formal coach education: A full range leadership perspective. International Sport Coaching Journal, 8(1), 23–33. [Crossref]
📄George, D., & Mallery, P. (2010). SPSS for Windows step by step: A simple guide and reference 17.0 update. Pearson.
📄Granero-Gallegos, A., López-García, G. D., Baena-Extremera, A., & Baños, R. (2023). Relationship between psychological needs and academic self-concept in physical education pre-service teachers: A mediation analysis. Sustainability, 15(5), Article 4052. [Crossref]
📄Greco, A., Annovazzi, C., Palena, N., Camussi, E., Rossi, G., & Steca, P. (2022). Self-efficacy beliefs of university students: Examining factor validity and measurement invariance of the new academic self-efficacy scale. Frontiers in Psychology, 12, Article 498824. [Crossref]
📄Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. [Crossref]
📄Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28(1), 1–35. [Crossref]
📄Ibrahim, M. S., Siraj, S., & Mujir, S. J. M. (2012). Multidimensional leadership orientations and lecturers’ work commitment: The mediation of leadership effectiveness among Malaysian polytechnic heads of department. ASEAN Journal of Teaching & Learning in Higher Education, 4(2), 33–47.
📄Liu, C., Liu, X., & Gao, H. (2026). The effect of academic self-efficacy on academic achievement among university students: A moderated mediation model of achievement goal orientation and teacher’s transformational leadership. Frontiers in Psychology, 17, Article 1674113. [Crossref]
📄Liu, Z., & Chang, L. (2024). Sports engagement and leadership competencies development in college students. Journal of Education and Educational Research, 8(3), 22–33. [Crossref]
📄Machida-Kosuga, M., & Kohno, N. (2022). Athlete leader development: The perspectives of athlete leaders, teammates, and coaches. Journal of Applied Sport Psychology, 35(2), 111–135. [Crossref]
📄Matovu, M. (2020). Academic self-efficacy and academic performance among university undergraduate students: An antecedent to academic success. [Crossref]
📄McCormick, M. J., Tanguma, J., & López-Forment, A. S. (2002). Extending self-efficacy theory to leadership: A review and empirical test. Journal of Leadership Education, 1(2), 34–49. [Crossref]
📄McGuckin, M. E., Turnnidge, J., Bruner, M. W., Lefebvre, J. S., & Côté, J. (2022). Exploring youth sport coaches’ perceptions of intended outcomes of leadership behaviours. International Journal of Sports Science & Coaching, 17(3), 463–476. [Crossref]
📄Othman, N., Mujir, S. J. M., & Ibrahim, M. S. (2010). Multi-dimensional leadership orientation of academic department heads and lecturer commitment in Malaysian polytechnics. Procedia - Social and Behavioral Sciences, 9, 1607–1611. [Crossref]
📄Owen, S. V., & Froman, R. D. (1988). Development of a College Academic Self-Efficacy Scale.
📄Pepe, Ş. (2021). The relationship between academic self-efficacy and cognitive flexibility: Physical education and sports teacher candidates. Propósitos y Representaciones, 8, 348.
📄Pierce, S., Erickson, K., & Sarkar, M. (2020). High school student-athletes’ perceptions and experiences of leadership as a life skill. Psychology of Sport and Exercise, 51, Article 101716. [Crossref]
📄Polatcan, M. (2023). The influence of leadership self-efficacy on college students’ leadership practice: The mediating role of motivation to lead. International Journal of Educational Leadership and Management, 11(2), 138–166. [Crossref]
📄Priyadarshini, C., Singh, S., David, R., & Bin Sayeed, O. (2019). Effect of student leadership on academic performance and perceived employability: A longitudinal study on scale development and validation in the Indian context. South Asian Journal of Management, 26(2).
📄Santi, E. A., Gorghiu, G., & Pribeanu, C. (2023). Perceived self-efficacy and course satisfaction in students preparing for teaching careers. Problems of Education in the 21st Century, 81(5), 687–701. [Crossref]
📄Satıcı, S. A., & Can, G. (2016). Investigating academic self-efficacy of university students in terms of socio-demographic variables. Universal Journal of Educational Research, 4(8), 1874–1880. [Crossref]
📄Shkullaku, R. (2013). The relationship between self-efficacy and academic performance in the context of gender among Albanian students. European Academic Research, 1(4), 467–478.
📄Short, P. M., Rinehart, J. S., & Eckley, M. (1999). The relationship of teacher empowerment and principal leadership orientation. Educational Research Quarterly, 22(4), 45–52.
📄Şirin, T., Şirin, Y. E., & Aydın, Ö. (2023). Investigation effects of self-efficacy levels of athletes students on academic achievement by logistic regression. Mediterranean Journal of Sport Science, 6(1), 64–77. [Crossref]
📄Sullivan, P., Paquette, K. J., Holt, N. L., & Bloom, G. A. (2012). The relation of coaching context and coach education to coaching efficacy and perceived leadership behaviors in youth sport. The Sport Psychologist, 26(1), 122–134. [Crossref]
📄Thompson, M. D. (2000). Gender, leadership orientation, and effectiveness: Testing the theoretical models of Bolman and Deal and Quinn. Sex Roles, 42(11), 969–992. [Crossref]
📄Uaikhanova, M., Zeinulina, A., Pshembayev, M., & Anesova, A. (2022). Developing leadership skills in university students. Cogent Education, 9(1), Article 2143035. [Crossref]
📄Wu, J., & Jugovac, M. (2024). Motivation to lead among university students: Influence of perceived self-efficacy, leadership experience, and career anchors.
📄Yazıcı, Y., & İmamoğlu, O. (2024). Determining the leadership orientations of sports sciences faculty students and examining their relationships with their personality traits. Journal of ROL Sport Sciences, 5(1), 176–192. [Crossref]
📄Yongjun, Z., Anishchenko, V. O., Vasylenko, O. V., Iaremenko, N. V., & Fomin, M. V. (2023). Leadership development in students as part of attitude development. International Journal of Computer Science & Network Security, 23(7), 79–90. [Crossref]
,
Serdar Koc
2
