SavedAdd your journal

Journals / Milli Eğitim Dergisi / 2026 / Cilt: 54 Sayı: 246

The Mediating Role of Interest in Physical Education Class Between Satisfaction With Life and Attachment to School

Yaşam Doyumu ile Okula Bağlanma Arasında Beden Eğitimi Dersine İlginin Aracı Rolü

Fatih Ateş(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, LİSANSÜSTÜ EĞİTİM ENSTİTÜSÜ)0009-0000-5510-2694
Ahmet Enes Sağın(BARTIN ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ)0000-0002-4243-8276
Sinan Uğraş(Çanakkale Onsekiz Mart Üniversitesi Spor Bilimleri Fakültesi)0000-0003-0792-1497
Pages
1075–1108
Publication Date
2025-05-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was concluded that the model that was tried to be tested was confirmed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, the mediating role of interest in physical education class in the relationship between satisfaction with life and attachment to school was examined.
📊
Key Findings & Data:The study included 395 students studying in secondary schools in Çanakkale province.
💡
Conclusion & Impact:It was concluded that the model that was tried to be tested was confirmed.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:yaşam doyumu · okula bağlanma · beden eğitimi dersi

Abstract

In this study, the mediating role of interest in physical education class in the relationship between satisfaction with life and attachment to school was examined. The study included 395 students studying in secondary schools in Çanakkale province. The scales of attachment to school, satisfaction with life and interest in physical education and sports lessns were used in the study. In the research, the mediation analysis process was carried out through the JASP 0.16.4 statistical program. It was concluded that the model that was tried to be tested was confirmed. It was confirmed that interest in physical education class has a mediating role in the relationship between satisfaction with life and attachment to school, attachment to friends and attachment to teachers. As a result of the model, it was found that satisfaction with life had a direct effect on attachment to school, attachment to friends and attachment to teachers. In addition to this result, it was determined that it had an indirect effect on attachment to school, friends and teacher through interest in physical education class. In line with the findings of this study, it is seen that interest in physical education and sports lessons is effective in increasing students' attachment to school, teacher and friends. For this reason, it is important to create pleasure and entertainment-oriented content especially in young age groups (primary and secondary school) in order to increase students' interest in the course.

Özet

Bu çalışmada, yaşam doyumu ile okula bağlanma arasındaki ilişkide beden eğitimi dersine ilginin aracı rolü incelenmiştir. Araştırmaya Çanakkale ilinde ortaokullarda öğrenim gören 395 öğrenci dahil olmuştur. Araştırmada okula bağlanma, yaşam doyumu ve beden eğitimi ve spor dersine ilgi ölçekleri kullanılmıştır. Araştırmada JASP 0.16.4 istatistik programı üzerinden aracı analiz işlemi gerçekleştirilmiştir. Test edilmeye çalışılmış olan modelin doğrulandığı sonucuna varılmıştır. Beden eğitimi dersine ilginin yaşam doyumu ile okula bağlanma, arkadaşa bağlanma ve öğretmene bağlanma arasındaki ilişkide aracı role sahip olduğu doğrulanmıştır. Oluşturulan modelin sonucunda yaşam doyumunun okula bağlanma, arkadaşa bağlanma ve öğretmene bağlanma üzerinde doğrudan bir etkisi olduğu bulunmuştur. Bu sonuca ek olarak, beden eğitimi dersine ilgi yoluyla dolaylı olarak okula, arkadaşa ve öğretmene bağlanma üzerinde etkisinin olduğu belirlenmiştir. Bu araştırmanın bulguları doğrultusunda, öğrencilerin okula, öğretmene ve arkadaşlarına olan bağlanmalarının arttırılmasında beden eğitimi ve spor dersine ilgi etkili olduğu görülmektedir. Bu nedenle özellikle küçük yaş gruplarında (ilkokul-ortaokul) haz ve eğlence odaklı içeriklerin oluşturulması öğrencilerin derse olan ilgilerini arttırılması adına önemlidir.

🔖

Cite This Article

Ateş, F., Sağın, A. E., Uğraş, S. (2025). The Mediating Role of Interest in Physical Education Class Between Satisfaction With Life and Attachment to School. Milli Eğitim Dergisi, Cilt: 54 Sayı: 246, 1075–1108. https://doi.org/10.37669/milliegitim.1502049

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (111)

  1. Abeling-Judge, D. (2021). Social bonding experiences facilitating desistance in adolescence. Crime and Delinquency, 67(2), 287-315. doi: https://doi.org/10.1177/0011128720940952
  2. Abubakar, A., & Dimitrova, R. (2016). Social connectedness, life satisfaction and school engagement: Moderating role of ethnic minority status on resilience processes of Roma youth. European Journal of Developmental Psychology, 13(3), 361-376. doi: https://doi.org/10.1080/17405629.2016.1161507
  3. Ainley, M. (2012). One ingredient in the mix: interest and psychological well-being. In A positive psychology perspective on quality of life (pp. 243-258). Dordrecht: Springer Netherlands. doi: 10.1007/978-94-007-4963-4_13
  4. Altay, D., & Ekşi, H. (2018). Çocuklar için yaşam doyum ölçeği geçerlilik güvenilirlik çalışması. 5. Uluslararası Eğitim Bilimleri Sempozyumu›nda sunulan tam metin bildiri (354-362), İstanbul, Turkey.
  5. Altuntaş, S., ve Sezer, Ö. (2017). Ortaokul öğrencilerinin okula bağlanmalarının incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 83-97. doi: https://doi.org/10.17679/inuefd.295722
  6. Aniszewski, E., & Cely, E. (2021). Students disinterest ın physical education classes by the light of literature. Revista Científica Multidisciplinar Núcleo do Conhecimento, 69-80. https://doi.org/10.32749
  7. Argon, T., ve Yılmaz, D. Ç. (2016). Lise öğrencilerinin akran ilişkileri algıları ile okula ilişkin tutumları arasındaki ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 250-258.
  8. Ateş, F., ve Uğraş, S. (2023). Ders Dışı Sportif Etkinliklere Tutum ile Okula Bağlanma Arasındaki İlişkide Sınav Kaygısının Düzenleyici Rolü. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 10(3), 277–295. http://dx.doi.org/10.33468/sbsebd.349
  9. Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: an underestimated investment in human capital?. Journal of physical activity and health, 10(3), 289-308.
  10. Başar, M. A., & Coşkun, A. (2017). Secondary school students opinions about physical education course. International journal of Science Culture and Sport, 5(25), 263-273. https://doi.org/10.14486/intjscs677
  11. Büyüköztürk Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
  12. Canbulat, T., Cipcevizci, U., Kalfa, B., ve Fahlioğulları, E. (2017) Kesintili zorunlu eğitimden etkilenen ilkokul öğrencilerinin okula bağlanma ve akademik özyeterlik düzeylerinin değerlendirilmesi, Ege Eğitim Dergisi, 18(1): 105-123. doi: https://doi.org/10.12984/egeefd.328378
  13. Chen, A., & Darst, P. W. (2001). Situational interest in physical education: A function of learning task design. Research Quarterly for Exercise and Sport, 72(2), 150-164.
  14. Chen, A., & Ennis, C. D. (2004). Goals, interests, and learning in physical education. The Journal of Educational Research, 97(6), 329-339. doi: https://doi.org/10.3200/JOER.97.6.329-339
  15. Chen, A., & Wang, Y. (2017). The role of interest in physical education: A review of research evidence. Journal of Teaching in Physical Education, 36(3), 313-322. doi: https://doi.org/10.1123/jtpe.2017-0033.
  16. Chen, A., Ennis, C. D., Martin, R., & Sun, H. (2006). Situational interest: A curriculum component enhancing motivation to learn. New Developments in Learning Research, 235-261. doi: https://doi.org/10.1080/02701367.2008.10599461
  17. Chen, X., & Cheung, Y. W. (2020). School characteristics, strain, and adolescent delinquency: A test of macro-level strain theory in China. Asian Journal of Criminology, 15(1), 65-86. doi: https://doi.org/10.1007/s11417-019-09296-x
  18. Cothran, D. J., & Ennis, C. D. (1999). Alone in a crowd: meeting students’ needs for relevance and connection in urban high school physical education. Journal of Teaching in Physical Education, 18(2), 234-247. https://doi.org/10.1123/JTPE.18.2.234
  19. Covell, K. (2010). School engagement and rights‐respecting schools. Cambridge Journal of Education, 40(1), 39-51. doi: https://doi.org/10.1080/03057640903567021
  20. Çakar, F. S., ve Karataş, Z. (2017). Ergenlerin okula bağlanmalarının yordayıcıları olarak benlik saygısı, okul öfkesi ve yaşam doyumu. Eğitim ve Bilim, 42(189). doi: http://dx.doi.org/10.15390/EB.2017.6573
  21. Çakar, F. S., ve Uzun, K. (2021). Ergenlerin riskli davranışlarının yordayıcısı olarak öğretmen istismarı, okul tükenmişliği ve okula bağlanma. Pegem Eğitim ve Öğretim Dergisi, 11(1), 217-258. doi: https://doi.org/10.14527/pegegog.2021.007
  22. Çelik, S., Soysüren Yaşar, F., Tülücü, O., & Teacher, A. T. (2023). Studying the effect of physical education and game lesson on primary school students’ attachment to school. European Journal of Education Studies, 10(8). https://doi.org/10.46827/EJES.V10I8.4904
  23. Çıkrıkçı, Ö., & Erzen, E. (2020). Academic procrastination, school attachment, and life satisfaction: A mediation model. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 38, 225-242. doi: https://doi.org/10.1007/s10942-020-00336-5
  24. Danielsen, A., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students’ perceived life satisfaction. Journal of Educational Research, 102(4), 303-320. https://doi.org/10.3200/JOER.102.4.303-320
  25. Datu, J. A. D., Mateo, N. J., & Natale, S. (2023). The mental health benefits of kindness-oriented schools: School kindness is associated with increased belongingness and well-being in Filipino high school students. Child Psychiatry & Human Development, 54(4), 1075-1084. doi: https://doi.org/10.1007/s10578-021-01299-z
  26. Doolittle, S. (2014). Profiles of change: Lessons for improving high school physical education. Journal of Physical Education, Recreation and Dance, 85(3), 27-31. Doi: https://doi.org/10.1080/07303084.2014.875803
  27. El-Sherif, J. L. (2016). The value of fun in physical activity. Strategies, 29(2), 3-8. https://doi.org/10.1080/08924562.2015.1133353
  28. Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10, 1-21.
  29. Erdogdu, M. Y. (2013). Investigating the prospective teachers’ level of adjustment in terms of perceived ıdentity, values, and needs. Online Submission, 3(5), 283-295.
  30. Erdoğdu, M. Y. (2020). İyimserlik (yaşam yönelimi) ile yaşam doyumu arasındaki ilişkide akademik başarının aracılık rolü. Eğitim ve Bilim, 46(205). doi: http://dx.doi.org/10.15390/EB.2020.8998
  31. Eryılmaz, A. (2011). Ergen öznel iyi oluşu ile olumlu gelecek beklentisi arasındaki ilişkinin incelenmesi. Düşünen Adam: Journal of Psychiatry & Neurological Sciences, 24(3), 209-215. doi: 10.5350/DAJPN2011240306
  32. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
  33. Forster, M., Grigsby, T. J., Gower, A. L., Mehus, C. J., & McMorris, B. J. (2020). The role of social support in the association between childhood adversity and adolescent self-injury and suicide: Findings from a statewide sample of high school students. Journal of Youth and Adolescence, 49, 1195-1208. doi: https://doi.org/10.1007/s10964-020-01235-9
  34. Fraenkel, J., Wallen, N., & Hyun, H. (1993). How to design and evaluate research in education 10th ed. McGraw-Hill Education.
  35. Fredricks, J. A., Parr, A. K., Amemiya, J. L., Wang, M. T., & Brauer, S. (2019). What matters for urban adolescents’ engagement and disengagement in school: A mixed-methods study. Journal of Adolescent Research, 34(5), 491-527. doi: https://doi.org/10.1177/0743558419830638
  36. Gencay, S. (2017). Examination of loneliness and peer relations of physical education teacher candidates. Journal of Education and Practice, 8(12). https://eric.ed.gov/?id=EJ1140628
  37. Gorrese, A. (2016). Peer attachment and youth internalizing problems: A meta-analysis. Child & Youth Care Forum, 45, 177–204. doi: https://doi.org/10.1007/s10566-015-9333-y
  38. Guay, F., Denault, A. S., & Renauld, S. (2017). School attachment and relatedness with parents, friends and teachers as predictors of students’ intrinsic and identified regulation. Contemporary Educational Psychology, 51, 416-428. doi: https://doi.org/10.1016/j.cedpsych.2017.10.001
  39. Guess, P. E., & McCane-Bowling, S. J. (2016). Teacher support and life satisfaction: An ınvestigation with urban, middle school students. Education and Urban Society, 48(1), 30-47. https://doi.org/10.1177/0013124513514604
  40. Gul, Y. E. (2022). Examining the relationship between school satisfaction and life satisfaction. The Journal of International Social Research, 15(85),44-50. https://doi.org/10.17719/jisr.2022.52570
  41. Haslam, S. A., Jetten, J., Postmes, T., & Haslam, C. (2009). Social identity, health and well-being: An emerging agenda for applied psychology. Applied Psychology-an International Review-Psychologie Appliquee-Revue Internationale, 58(1), 1-23. doi: https://doi.org/10.1111/j.1464-0597.2008.00379.x
  42. He, J., Chen, X., Fan, X., Cai, Z., & Hao, S. (2018). Profiles of parent and peer attachments of adolescents and associations with psychological outcomes. Children and Youth Services Review, 94, 163-172. doi: https://doi.org/10.1016/j.childyouth.2018.10.001
  43. Heffner, A. L., & Antaramian, S. P. (2016). The role of life satisfaction in predicting student engagement and achievement. Journal of Happiness Studies, 17(4), 1681-170. https://doi.org/10.1007/s10902-015-9665-1
  44. Henjilito, R., Putera, N. A., Gazali, N., Juita, A., & Abdullah, N. M. (2023). Students’ interest in physical education learning: A study of COVID-19. Edu Sportivo, 37-46. https://doi.org/10.25299/ES:IJOPE.2023.VOL4(1).10182
  45. Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1(2), 69-82. doi: https://doi.org/10.1016/j.edurev.2006.09.001
  46. Hill, L. G., & Werner, N. E. (2006). Affiliative motivation, school attachment, and aggression in school. Psychology in the Schools, 43(2), 231-246.
  47. Huang, C., & Gao, Z. (2013). Associations between students’ situational interest, mastery experiences, and physical activity levels in an interactive dance game. Psychology, Health and Medicine, 18(2), 233-241. doi: https://doi.org/10.1080/13548506.2012.712703
  48. Huebner, E. S., & McCullough, G. (2000). Correlates of school satisfaction among adolescents. Journal of Educational Research, 93(5), 331-335. https://doi.org/10.1080/00220670009598725
  49. Humphreys, B. R., McLeod, L., & Ruseski, J. E. (2014). Physical activity and health outcomes: evidence from Canada. Health Economics, 23(1), 33-54. doi: https://doi.org/10.1002/hec.2900
  50. Jusri & Dimyati. (2023). Effect of physical education lesson schedule towards the interest of high schools students in Baubau City. International Journal of Physical Education, Sports and Health, 10(3), 355-358. https://doi.org/10.22271/KHELJOURNAL.2023.V10.I3E.2971
  51. Kalaycı, H., ve Özdemir, M. (2013). Lise öğrencilerinin okul yaşamının niteliğine ilişkin algılarının okul bağlılıkları üzerine etkisi. Gazi Eğitim Fakültesi Dergisi, 33(2), 293-315.
  52. Kang, S. Y., & Lee, K. J. (2022). The Effect of Students” Interest in Physical Education on Their Goal Commitment and Classroom Engagement. The Korean Society of Sports Science, 31(4), 581-595. https://doi.org/10.35159/KJSS.2022.8.31.4.581
  53. Kara, M. (2020). Eğitim paydaşlarının görüşleri doğrultusunda Türk eğitim sisteminin sorunları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1650-1694. doi: 10.29299/kefad.853999
  54. Karaşar, B., ve Kapçı, E. G. (2016). Lise öğrencilerinde okula bağlanma ve akademik başarının çeşitli değişkenler açısından incelenmesi. Journal of Faculty of Educational Sciences, 49(1), 21-42. doi: https://doi.org/10.1501/Egifak_0000001373
  55. Kim, D. H., & Kim, J. H. (2013). Social relations and school life satisfaction in South Korea. Social Indicators Research, 112, 105-127. doi: https://doi.org/10.1007/s11205-012-0042-8
  56. Kim, S. H., & Paik, J. (2018). The Effect of Peer Attachment on Life Satisfaction of Adolescents. Journal of Digital Convergence, 16(9), 477-487. https://doi.org/10.14400/JDC.2018.16.9.477
  57. King, R. B., Chiu, M. M., & Du, H. (2022). Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries. Journal of Educational Psychology, 114(5), 1101–1120. doi: https://doi.org/10.1037/edu0000736
  58. Kiuru, N., Wang, M. T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49, 1057-1072. doi: https://doi.org/10.1007/s10964-019-01184-y
  59. Kline, R. B. (2023). Principles and practice of structural equation modeling (pp. 3–427). New York: The Guilford Press.
  60. Ko, J. H., & Cho, J. E. (2023). A study on music interest, academic self-efficacy, and school life satisfaction in high school students. The Korean Society of Music Education Technology, 55. 83-104. https://doi.org/10.30832/jmes.2023.55.83
  61. Košir, S., Aslan, M., & Lakshminarayanan, R. (2023). Application of school attachment factors as a strategy against school dropout: A case study of public school students in Albania. Children and Youth Services Review, 107085. https://doi.org/10.1016/j.childyouth.2023.107085
  62. Lal, M. (2016). Study of interest towards physical education among school students considering their gender and locale IJAR. 2(11), 444-446.
  63. Lee, M., & Lee, S. M. (2023). Teacher and peer relationships and life satisfaction: Mediating the role of student resilience in South Korean elementary schools. Journal of Psychologists and Counsellors in Schools, 33(1), 13-25. https://doi.org/10.1017/jgc.2020.21
  64. Lentillon-Kaestner, V., & Roure, C. (2019). Coeducational and single-sex physical education: students’ situational interest in learning tasks centred on technical skills. Physical Education and Sport Pedagogy, 24(3), 287-300
  65. Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40, 249-262. doi: https://doi.org/10.1007/s10964-010-9517-6
  66. Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 104946. doi: https://doi.org/10.1016/j.childyouth.2020.104946
  67. Li, X., Bergin, C., & Olsen, A. A. (2022). Positive teacher-student relationships may lead to better teaching. Learning and Instruction, 80, 101581. doi: https://doi.org/10.1016/j.learninstruc.2022.101581
  68. Linda Rikard, G., & Banville, D. (2006). High school student attitudes about physical education. Sport, Education and Society, 11(4), 385-400. doi: https://doi.org/10.1080/13573320600924882
  69. Liu, J., Bullock, A., & Coplan, R. J. (2014). Predictive relations between peer victimization and academic achievement in Chinese children. School Psychology Quarterly, 29(1), 89. doi: https://doi.org/10.1037/spq0000044
  70. Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and gender differences in the relation between school-related social support and subjective well-being in school among students. Social Indicators Research, 125, 1065-1083. doi: https://doi.org/10.1007/s11205-015-0873-1
  71. Luan, X., Tian, X., Zhang, H., Huang, R., Li, N., Chen, P., & Wang, R. (2019). Exercise as a prescription for patients with various diseases. Journal of Sport and Health Science, 8(5), 422-441. doi: https://doi.org/10.1016/j.jshs.2019.04.002
  72. Lucktong, A., Salisbury, T. T., & Chamratrithirong, A. (2018). The impact of parental, peer and school attachment on the psychological well-being of early adolescents in Thailand. International Journal of Adolescence and Youth, 23(2), 235-249. doi: https://doi.org/10.1080/02673843.2017.1330698
  73. Madejski, E., Jaros, A., & Madejski, R. (2019). Attitudes of secondary school students towards physical culture, physical education lessons and exercises. Health Promotion & Physical Activity, 7(2), 23-29. https://doi.org/10.5604/01.3001.0013.2756
  74. Martins, J., Marques, A., Gouveia, É. R., Carvalho, F., Sarmento, H., & Valeiro, M. G. (2022). Participation in physical education classes and health-related behaviours among adolescents from 67 countries. International Journal of Environmental Research and Public Health, 19(2), 955. https://doi.org/10.3390/ijerph19020955
  75. McNamee, J., & Timken, G. (2017). Outdoor pursuits in physical education: Lessons from the trenches. Journal of Physical Education, Recreation & Dance, 88(3), 8-15. doi: https://doi.org/10.1080/07303084.2016.1270784
  76. Niehaus, K., Rudasill, K. M., & Rakes, C. R. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50(4), 443-460. doi: https://doi.org/10.1016/j.jsp.2012.03.002
  77. Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal of Youth and Adolescence, 40, 889-901. doi: https://doi.org/10.1007/s10964-010-9599-1
  78. OECD. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/69096873-en
  79. Osokina, E., Le-van, T., Zudin, A., & Gotskaya, A. (2020). Investigation of Student Engagement in Physical Training Classes at School. 29(2), 0193-199.
  80. Oya, C., & Ishihara, Y. (2022). Characteristics of enjoyment of physical activity by gender and favorability of physical education classes. Journal of Physical Education and Sport, 22(7), 1732-1741. Doi: 10.7752/jpes.2022.07217
  81. Özdemir, Y., & Koruklu, N. (2013). Parental attachment, school attachment and life satisfaction in early adolescence. Elementary Education Online, 12(3). 836-848.
  82. Özgür, G., Yıldırım, S., ve Ziyaretli, G. (2008). Hemşirelik öğrencilerinin yaşam kalitesi konusundaki görüşleri ve yaşam doyumları. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 24(1), 57-65.
  83. Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(2), 147-165. doi: https://doi.org/10.1002/tea.20263
  84. Penedo, F. J., & Dahn, J. R. (2005). Exercise and well-being: a review of mental and physical health benefits associated with physical activity. Current Opinion in Psychiatry, 18(2), 189-193.
  85. Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10, 583-630. doi: https://doi.org/10.1007/s10902-008-9110-9
  86. Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. Routledge. doi: https://doi.org/10.4324/9781315771045
  87. Rizzotto, J. S., & França, M. T. A. (2022). Indiscipline: The school climate of Brazilian schools and the impact on student performance. International Journal of Educational Development, 94, 102657. doi: https://doi.org/10.1016/j.ijedudev.2022.102657
  88. Roure, C., & Pasco, D. (2018). Exploring situational interest sources in the French physical education context. European Physical Education Review, 24(1), 3-20. doi: https://doi.org/10.1177/1356336X16662289
  89. Sağın, A. E., Yücekaya, M. A., Uğraş, S., & Temel, C. (2022). The role of sports in school belonging of Syrian refugee students in Turkey, E-International Journal of Educational Research, 13(2), 1-17. doi: https://doi.org/10.19160/e-ijer.1024983
  90. Sağın, A. E. (2022). The role of gender in predicting life satisfaction of the interest in physical education lesson. Pedagogy of Physical Culture and Sports, 26(2), 83-92. doi: https://doi.org/10.15561/26649837.2022.0202
  91. Santos, S. J. D., Hardman, C. M., Barros, S. S. H., Santos, C. D. F. B. F., & Barros, M. V. G. D. (2015). Association between physical activity, participation in Physical Education classes, and social isolation in adolescents. Jornal de Pediatria, 91, 543-550. doi: https://doi.org/10.1016/j.jped.2015.01.008
  92. Sapmaz, F., ve Doğan, T. (2012). Mutluluk ve yaşam doyumunun yordayıcısı olarak iyimserlik. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 63-69
  93. Savi, F. (2011). School attachment scale for children and adolescents: The study of validity and reliability. Elementary Education Online, 10(1), 80-90.
  94. Seymour, H., Reid, G., & Bloom, G. A. (2009). Friendship in Inclusive Physical Education. Adapted Physical Activity Quarterly, 26, 201-219.
  95. Sonsteng-Person, M., Jaggers, J. W., & Loomis, A. M. (2023). Academic achievement after violence exposure: The ındirect effects of school attachment and motivation to succeed. Journal of Child and Adolescent Trauma, 1-13. doi: https://doi.org/10.1007/s40653-023-00546-w
  96. Subramaniam, P. R. (2009). Motivational Effects of Interest on Student Engagement and Learning in Physical Education: A Review. International Journal of Physical Education, 46(2).
  97. Şahan, B., & Duy, B. (2017). Okul tükenmişliği: Okula bağlanma, sosyal destek ve öz yeterliliğin yordayıcı rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 1249-1270. doi: https://doi.org/10.17860/mersinefd.297590
  98. Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2013). Using multivariate statistics (Vol. 6, pp. 497-516). Pearson.
  99. Telford, D. M., Meiring, R. M., & Gusso, S. (2023). Moving beyond moderate-to-vigorous physical activity: the role of light physical activity during adolescence. Frontiers in Sports and Active Living, 5, 1282482.
  100. Temiz, Z. T., & Comert, I. T. (2018). The relationship between life satisfaction, attachment styles, and psychological resilience in university students. Dusunen Adam - The Journal of Psychiatry and Neurological Sciences, 31(3), 274-283. doi: https://doi.org/10.5350/DAJPN2018310305
  101. Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 1-12. doi: https://doi.org/10.1186/1479-5868-5-10
  102. Uddin, R., Salmon, J., Islam, S. M. S., & Khan, A. (2020). Physical education class participation is associated with physical activity among adolescents in 65 countries. Scientific Reports, 10(1), 22128. doi: https://doi.org/10.1038/s41598-020-79100-9
  103. Uğraş, S., ve Güllü, M. (2020). Ortaokulda öğrenim gören öğrencilerin beden eğitimi dersindeki mutluluk düzeyleri ile yaşam doyumları arasındaki ilişkinin incelenmesi: Yapısal eşitlik modeli. Journal of History School, 44, 583-599. doi: http://dx.doi.org/10.29228/Joh40276
  104. Uğraş, S., & Özen, G. (2020). Investigation of relationship between attitude to physical education course and school belonging. Pedagogy of Physical Culture and Sports, 24(1), 48-53. https://doi.org/10.15561/26649837.2020.0108
  105. Uğraş, S., ve Temel, C. (2020). Beden eğitimi dersine ilgi ölçeği (BEDİÖ): Geçerlik ve güvenilirlik çalışması. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 5(4), 413-427. doi: https://doi.org/10.31680/gaunjss.737896
  106. Wahlström, J., Låftman, S. B., Modin, B., & Löfstedt, P. (2021). Psychosocial working conditions in school and life satisfaction among adolescents in Sweden: A cross-sectional study. International Journal of Environmental Research and Public Health, 18(10). https://doi.org/10.3390/ijerph18105337
  107. Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737. doi: https://doi.org/10.1111/cdev.12138
  108. Warburton, D. E., Nicol, C. W., & Bredin, S. S. (2006). Health benefits of physical activity: the evidence. Cmaj, 174(6), 801-809. Doi: https://doi.org/10.1503/cmaj.051351
  109. Wright, S. L., & Perrone, K. M. (2010). An examination of the role of attachment and efficacy in life satisfaction. The Counseling Psychologist, 38(6), 796-823. https://doi.org/10.1177/0011000009359204
  110. You, S., Lim, S. A., & Kim, E. K. (2018). Relationships between social support, internal assets, and life satisfaction in Korean adolescents. Journal of Happiness Studies, 19, 897-915. doi: https://doi.org/10.1007/s10902-017-9844-3
  111. Yun, S.-J., & Baek, J.-H. (2023). School sports club for elementary school students the effect of participation on school life satisfaction. Journal of the Korean Society for Wellness, 18(2), 97–101. doi: 10.21097/ksw.2023.5.18.2.97