The Relationship Between Appointment Anxiety, Academic Hopelessness and Happiness Among Pre-Service Physical Education Teachers: A Quantitative Study/Odnos između tjeskobe zbog (ne)zapošljavanja, akademske bespomoćnosti i osjećaja sreće budućih učitelja Tjelesne i zdravstvene kulture: kvantitativna studija

Abstract

Abstract
The purpose of this study was to examine the relationship between the anxiety of
not being appointed to a teaching position, academic hopelessness and happiness
levels of physical education teacher candidates studying in Istanbul. A total of 270
volunteer pre-service physical education teachers participated in the study, including
174 males (X = 21.60) and 96 females (X = 21.57), selected through purposive
sampling. Data collection tools included the Anxiety of Pre-Service Teachers Not
Being Appointed to Teachership Scale, developed by Eskici (2016); the Academic
Hopelessness Scale, developed by Gökalp and Soykan (2020); and the Happiness Scale,
developed by Demirci and Ekşi (2018). Statistical analyses included independent
samples t-test, one-way ANOVA, Spearman and Pearson correlation analyses and
regression analysis. The findings indicate significant differences in the participants’
happiness according to gender and academic achievement. Significant differences
were found in academic hopelessness with respect to gender. A statistically significant
difference was also observed in the happiness levels between male (M = 3.60, SD =
0.96) and female (M = 3.94, SD = 0.77) participants (p < 0.05). Regarding the year of
study, a statistically significant difference in appointment anxiety was found between
fourth-year students (M = 3.61, SD = 1.10) and graduate students (M = 3.61, SD =
1.20) compared to first-year students (M = 2.89, SD = 1.27) (p < 0.05). Furthermore,
significant differences were identified in academic achievement, happiness and
appointment anxiety. However, academic achievement had no significant effect on
student happiness (p > 0.05). In conclusion, while differences were found among the
subdimensions of academic hopelessness based on the participants’ socio-demographic
characteristics, no significant direct effect was found between these variables.
Key words: hopelessness; stress management; students’ well-being; teacher educatio

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Sažetak
Cilj ovoga istraživanja bio je ispitati odnos između tjeskobe zbog (ne)zapošljavanja,
akademske bespomoćnosti i subjektivnoga osjećaja sreće budućih učitelja Tjelesne i
zdravstvene kulture koji su u vrijeme istraživanja studirali u Istanbulu. U istraživanju
je dobrovoljno sudjelovalo ukupno 270 studenata na odsjeku za obrazovanje učitelja
Tjelesne i zdravstvene kulture u Istanbulu, od čega je 174 bilo muškoga spola
(X = 21,60) i 96 ženskoga (X = 21,57), a sudionici su odabrani metodom namjernoga
uzorkovanja. Instrumenti prikupljanja podataka uključivali su Skalu tjeskobe budućih
učitelja zbog (ne)zapošljavanja koju je razvio Eskici (2016); Skalu akademske
bespomoćnosti koju su kreirali Gökalp i Soykan (2020) i Skalu sreće, koju su osmislili
Demirci i Ekşi (2018). Statističke analize obuhvatile su t-testove za nezavisne uzorke,
jednosmjernu analizu varijance, Spearmanov i Pearsonov koeficijent korelacije i
regresijsku analizu. Otkrivene su statistički značajne razlike u razinama akademske
bespomoćnosti s obzirom na spol. Također je utvrđena statistički značajna razlika
u doživljaju sreće između muških (X = 3,60 ± 0,96) i ženskih (X = 3,94 ± 0,77)
sudionika (p < 0,05). S obzirom na godinu studija otkrivene su statistički značajne
razlike između studenata na četvrtoj godini studija (X = 3,61 ± 1,10) i apsolvenata
(X = 3,61 ± 1,20) u usporedbi sa studentima na prvoj godini studija (X = 2,89 ± 1,27)
(p < 0,05). Osim toga, utvrđene su značajne razlike u razinama akademskoga uspjeha
studenata, njihovoga subjektivnog osjećaja sreće i tjeskobe zbog (ne)zapošljavanja.
Međutim, nije dokazan značajan učinak akademskoga postignuća na osjećaj sreće
ispitanika (p > 0,05). Zaključno, iako su pronađene varijacije između poddimenzija
akademske bespomoćnosti s obzirom na sociodemografske karakteristike ispitanika,
između varijabli nije utvrđen značajan direktni učinak.
Ključne riječi: bespomoćnost; dobrobit studenata; obrazovanje budućih učitelja;
upravljanje stresom