An Examination of the Relationship Between the Life Skills and Academic Self-Efficacy Perceptions of Theology Faculty Students
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ilahiyat Bilimleri Arastirma Vakfi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The primary purpose of this study is to determine the life skills levels of students studying at the Faculty of Theology of In & ouml;n & uuml; University and to reveal how these skills are related to their perceptions of academic self-efficacy. In contemporary religious education, students are expected not only to master subject-matter knowledge but also to display 21st-century competencies such as problem solving, effective communication, emotion and stress management, interpersonal relations, and critical-creative thinking. For this reason, analysing life skills and academic self-efficacy within the same research model provides an original contribution to the literature. The study was designed according to the sequential explanatory mixed-methods design. In the quantitative phase, 1,010 students enrolled in the 2023-2024 academic year were selected through stratified sampling, and the data were analysed using SPSS 26. In the qualitative phase, 10 students selected with the same technique were interviewed and the data were analysed with MAXQDA. Quantitative findings indicate that students' perceptions of life skills are at a high level (X=3.52), whereas their academic self-efficacy perceptions remain at a moderate level (X=2.96). Significant differences were found in terms of gender and family income: male students reported higher life skill scores, while female students reported higher academic self-efficacy. Another important result is that students whose families have medium income (20,000-40,000 TL) show higher life skills than those with lower income. The most remarkable finding of the study is the moderately negative and significant relationship between life skills and academic self-efficacy (r=-.42). Contrary to the initial expectation of a positive correlation, students who perceive themselves competent in managing daily life, communication, and problem situations tend to report relatively lower confidence in accomplishing academic tasks. Qualitative data show that this paradox is related to emotional burden, mixed-gender and crowded classrooms, and limited economic opportunities. The study concludes that theology teacher education should integrate life-skill-based activities with structured supports aimed at strengthening students' academic self-efficacy beliefs.
Açıklama
Anahtar Kelimeler
Religious Education, Faculty of Theology, Life Skills, Academic Self-Efficacy, Faculty of Theology Students
Kaynak
Bilimname
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
54
Sayı
1
