Abstract:

Academic success is an important factor that directs the professional future of the individual, and there are many factors that affect academic success. The aim of this study is to examine the technological addictions and perceived stress levels of Faculty of Sport Sciences (SSF) students and to reveal the effects of these levels on their academic achievement. The study group of the study, in which the relational survey model, one of the quantitative research methods, was used, consisted of 354 volunteer students who were studying at the SSF in the 2021-2022 academic year and selected by the easy sampling method. In the research, academic general grade averages of the students Technological Addiction Scale and Perceived Stress Scale were used for academic achievement as data collection tools. In the analysis of the data, frequency and percentage for the findings related to the demographic characteristics of the students; pearson correlation coefficient technique to examine the relationship between sub-dimensions; multiple linear regression analysis was used to determine the predictive levels of technological addiction and perceived stress on academic achievement and the predictive level of perceived stress of technological addictions. In the study, it was found that as the technology addiction and perceived stress levels of the students decreased, their academic success increased; technology addiction and perceived stress predict academic achievement; it has been determined that as perceived stress increases, technology addiction also increases and technology addiction predicts perceived stress. As a result, it has been determined that technological addiction an d perceived stress reduce the academic achievement of university students. In this context, it is thought that university students' conscious use of technology, knowing the ways of coping with stress and keeping stress at an optimal level will increase their academic success.

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