SavedAdd your journal

Journals / Akdeniz Spor Bilimleri Dergisi / 2026 / Cilt: 9 Sayı: 1

Recreation Anxiety in University Students: Sample of the Faculty of Sports Sciences

Üniversite Öğrencilerinde Rekreasyon Kaygısı: Spor Bilimleri Fakültesi Örneği

Gül Yağar(HİTİT ÜNİVERSİTESİ)0000-0002-3919-3212
Pages
1–18
Publication Date
2026-10-07
🏛️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)

The findings indicate that it is important for recreation programs in universities to be planned with the individual differences and past experiences of students in mind.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this research is to determine the profiles of students in the Faculty of Sports Sciences according to their levels of recreational anxiety and to examine these profiles in terms of various demographic variables.
📊
Key Findings & Data:The study, conducted within the framework of the general survey model, a quantitative research method, included 325 undergraduate students in the research group.
💡
Conclusion & Impact:The findings indicate that it is important for recreation programs in universities to be planned with the individual differences and past experiences of students in mind.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Rekreasyon Kaygısı · Üniversite Öğrencileri · Kümeleme Analizi

Abstract

The aim of this research is to determine the profiles of students in the Faculty of Sports Sciences according to their levels of recreational anxiety and to examine these profiles in terms of various demographic variables. The study, conducted within the framework of the general survey model, a quantitative research method, included 325 undergraduate students in the research group. Data were collected through a Personal Information Form and a Recreational Anxiety Scale. Hierarchical clustering (Ward’s method) and K-means clustering analysis were used to determine profiles. One-way analysis of variance (ANOVA), chi-square test, and correspondence analysis were used for demographic variables. The findings showed that participants were divided into three different profiles: low, medium, and high recreational anxiety. Low, medium, and high anxiety profiles were determined in all sub-dimensions of recreational anxiety. A significant and low-level relationship was found between age, gender, class level, employment status, and weekly physical activity participation frequency and recreational anxiety profiles. However, a moderate and significant relationship was found between experiencing anxiety in previous recreational activities and current recreational anxiety profiles. Furthermore, it was observed that as the level of self-efficacy in recreational activities increased, recreational anxiety decreased. Consequently, it was determined that recreational anxiety does not exhibit a homogeneous structure among students, that different profiles emerge, and that past recreational experiences and the individual's perception of competence are particularly important in understanding these profiles. The findings indicate that it is important for recreation programs in universities to be planned with the individual differences and past experiences of students in mind.

Özet

Bu araştırmanın amacı, Spor Bilimleri Fakültesi öğrencilerinin rekreasyon kaygısı düzeylerine göre profillerini belirlemek ve bu profillerin çeşitli demografik değişkenler açısından incelemesidir. Nicel araştırma yöntemlerinden genel tarama modeli kapsamında yürütülen çalışma kapsamında, araştırma grubunu 325 lisans öğrencisi oluşturmuştur. Veriler, Kişisel Bilgi Formu ve Rekreasyon Kaygısı ölçeği aracılığıyla toplanmıştır. Verilerin analizinde hiyerarşik kümeleme (Ward yöntemi), K-ortalamalar kümeleme analizi kullanılarak profiller belirlenmiştir. Demografik değişkenler için tek yönlü varyans analizi (ANOVA), ki-kare testi ve correspondence analysis kullanılmıştır. Elde edilen bulgulara göre, katılımcıların düşük, orta ve yüksek rekreasyon kaygısı olmak üzere üç farklı profile ayrıldığını göstermiştir. Rekreasyon kaygısının tüm alt boyutlarında düşük, orta ve yüksek kaygı profilleri belirlenmiştir. Yaş, cinsiyet, sınıf düzeyi, çalışma durumu ve haftalık fiziksel aktiviteye katılım sıklığı ile rekreasyon kaygısı profilleri arasında anlamlı ve düşük düzeyde ilişki olduğu saptanmıştır. Bununla birlikte, önceki rekreatif etkinliklerde kaygı yaşama durumu ile mevcut rekreasyon kaygısı profilleri arasında orta düzeyde ve anlamlı bir ilişki belirlenmiştir. Ayrıca, rekreatif etkinliklerde kendini yeterli hissetme düzeyi arttıkça rekreasyon kaygısının azaldığı görülmüştür. Sonuç olarak, rekreasyon kaygısının öğrenciler arasında homojen bir yapı göstermediği, farklı profillerin ortaya çıktığı ve özellikle geçmiş rekreatif deneyimler ile bireyin yeterlik algısının bu profillerin anlaşılmasında önemli olduğu sonucu tespit edilmiştir. Bulgular, üniversitelerde rekreasyon programlarının öğrencilerin bireysel farklılıkları ve geçmiş deneyimleri dikkate alınarak planlanmasının önemli olduğunu göstermiştir.

🔖

Cite This Article

Yağar, G. (2026). Recreation Anxiety in University Students: Sample of the Faculty of Sports Sciences. Akdeniz Spor Bilimleri Dergisi, Cilt: 9 Sayı: 1, 1–18. https://doi.org/10.38021/asbid.2017465

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (44)

  1. Adams, K. L., Saunders, K. E., Keown-Stoneman, C. D. G., & Duffy, A. C. (2021) Mental health trajectories in undergraduate students over the first year of university: a longitudinal cohort study. BMJ Open, 11(12):e047393. https://doi.org/10.1136/bmjopen-2020-047393
  2. Ahmed, I., Hazell, C. M., Edwards, B., Glazebrook, C., & Davies, E. B. (2023). A systematic review and meta-analysis of studies exploring prevalence of non-specific anxiety in undergraduate university students. BMC Psychiatry, 23, 240. https://doi.org/10.1186/s12888-023-04645-8
  3. Anderson, E., & Shivakumar, G. (2013). Effects of exercise and physical activity on anxiety. Frontiers in Psychiatry, 4(27). https://doi.org/10.3389/fpsyt.2013.00027
  4. Arbelaitz, O., Gurrutxaga, I., Muguerza, J., Pérez, J. M., & Perona, I. (2013). An extensive comparative study of cluster validity indices. Pattern Recognition, 46(1), 243-256. https://doi.org/10.1016/j.patcog.2012.07.021
  5. Caliński, T., & Harabasz, J. (1974). A dendrite method for cluster analysis. Communications in Statistics, 3(1), 1–27. https://doi.org/10.1080/03610927408827101
  6. de Freitas, J. V. R., de Lima, B. E., Rocha-Silva, R., de Oliveira, V. N., Costa, T. G., Rodrigues, M. A. M., Vancini, R. L., Andrade, M. S., Costa, G. D. C. T., Laporta, L. Viana, R. B. & de Lira, C. A. B. (2024). A single session of beach tennis with recreational athletes improves anxiety symptoms in women but not in men: a randomized trial. International Journal of Environmental Research and Public Health, 22(1), 38. https://doi.org/10.3390/ijerph22010038
  7. Diaz Kuaik, I., & De la Iglesia, G. (2019). Ansiedad: revisión y delimitación conceptual. Summa Psicológica UST, 16(1), 42-50. https://doi.org/10.18774/0719-448x.2019.16.1.393
  8. Eubank, J. M., & DeVita, J. M. (2021). Informal Recreation’s Relationship with college student stress and a nxiety. Journal of Student Affairs Research and Practice, 58(5), 560–573. https://doi.org/10.1080/19496591.2020.1822854
  9. Fancourt, D., Karkou, V., & Fonagy, P. (2026). Inherent commonalities between arts-based leisure activities and psychological therapies. The Lancet Psychiatry, 13(8), 711-718. https://doi.org/10.1016/S2215-0366(26)00054-4
  10. Forrester, S. (2015). Benefits of collegiate recreational sports participation: Results from the 2013 NASPA assessment and knowledge consortium study. Recreational Sports Journal, 39(1), 2-15. https://doi.org/10.1123/rsj.2015-0005
  11. Franzoi, I. G., D’Ovidio, F., Costa, G., d’Errico, A., & Granieri, A. (2021). Self-rated health and psychological distress among emerging adults in Italy: A comparison between data on university students, young workers and working students collected through the 2005 and 2013 national health surveys. International Journal of Environmental Research and Public Health, 18(12), 6403. https://doi.org/10.3390/ijerph18126403
  12. Gaudlitz, K., von Lindenberger, B. L., Zschucke, E., & Ströhle, A. (2023). Mechanisms underlying the relationship between physical activity and anxiety: human data. In Routledge handbook of physical activity and mental health (pp. 117-129). Routledge. https://doi.org/10.4324/9781003423430-10
  13. Grupe, D., & Nitschke, J. (2013). Uncertainty and anticipation in anxiety: an integrated neurobiological and psychological perspective. Nat Rev Neurosci 14, 488–501. https://doi.org/10.1038/nrn3524
  14. Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2019). Multivariate Data Analysis (8th ed.). United Kingdom: Cengage Learening.
  15. Huipeng, Y. (2023). The evolution of recreational activities trends, impаcts and future prospects. Physical Education and Sport Through the Centuries, 10(2), 63-77. https://doi.org/10.5937/spes2302063H
  16. Jorm, A. F. (2000). Does old age reduce the risk of anxiety and depression? A review of epidemiological studies across the adult life span. Psychol Med, 30(1), 11–22. https://doi.org/10.1017/S0033291799001452
  17. Kafes, A. Y., & Dündar, A. H. (2025). Spor ve rekreasyon katılımcılarının vücut imajı algılarının rekreasyon kaygıları üzerindeki etkisi: Cinsiyetin rolü. Romaya Dergisi, 5 (Özel Sayı (SI) IXASC 2025), 201-210. https://izlik.org/JA84PR62TR
  18. Kanters, M. A. (2000). Recreational sport participation as a moderator of college stress. Recreational Sports Journal, 24(2), 10-23. https://doi.org/10.1123/nirsa.24.2.10
  19. Karasar, N. (2020). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (35. bs.). Nobel Akademik Yayıncılık.
  20. Kim, S. Y., Jeon, S. W., Lee, M. Y., Shin, D. W., Lim, W. J., Shin, Y. C., & Oh, K. S. (2019). The association between physical activity and anxiety symptoms for general adult populations: an analysis of the dose-response relationship. Psychiatry Investigation, 17(1), 29. https://doi.org/10.30773/pi.2019.0078
  21. Lackey, N. Q., Tysor, D. A., McNay, G. D., Joyner, L., Baker, K. H., & Hodge, C. (2021). Mental health benefits of nature-based recreation: A systematic review. Annals of Leisure Research, 24(3), 379–393. https://doi.org/10.1080/11745398.2019.1655459
  22. Laura, C., Costa, C., Santiago, G., Graziela, R., & José, C. M. (2024). Prevalence and risk factors for anxiety, stress and depression among higher education students in Portugal and Brazil. Journal of Affective Disorders Reports, 17, 100825. https://doi.org/10.1016/j.jadr.2024.100825
  23. Li, Y., Li, G. X., Yu, M. L., Liu, C. L., Qu, Y. T., & Wu, H. (2021) Association between anxiety symptoms and problematic smartphone use among Chinese University Students: The mediating/moderating role of self-efficacy. Front. Psychiatry, 12:581367. https://doi.org/10.3389/fpsyt.2021.581367
  24. Litwiller, F., White, C., Hamilton-Hinch, B., & Gilbert, R. (2022). The impacts of recreation programs on the mental health of postsecondary students in north America: An integrative Review. Leisure Sciences, 44(1), 96–120. https://doi.org/10.1080/01490400.2018.1483851
  25. Lower, L. M., Turner, B. A., & Petersen, J. C. (2013). A comparative analysis of perceived benefits of participation between recreational sport programs. Recreational Sports Journal, 37(1), 66-83. https://doi.org/10.1123/rsj.37.1.66
  26. Martínez-Moreno, A., Ibáñez-Pérez, R. J., Cavas-García, F., & Cano-Noguera, F. (2020). Older adults’ gender, age and physical activity effects on anxiety, optimism, resilience and engagement. International Journal of Environmental Research and Public Health, 17(20), 7561. https://doi.org/10.3390/ijerph17207561
  27. Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). SPSS for introductory statistics: Use and interpretation. Psychology Press.
  28. Murtagh, F., & Legendre, P. (2014). Ward’s hierarchical agglomerative clustering method: Which algorithms implement ward’s criterion?. J Classif, 31, 274–295. https://doi.org/10.1007/s00357-014-9161-z
  29. Naveen, V., Felic, S. V. A. A., Aswin, A., & Arul, P. K. (2024). A review on current understanding, clinical manifestations, and therapeutic approaches of anxiety disorders. Journal of Pharma Insights and Research, 2(5), 173-181. https://doi.org/10.69613/xy1yek24
  30. Orhun, B. N., Altunöz, Ö., & Demir, İ. H. (2024). Rekreasyon kaygısı: Bir ölçek geliştirme çalışması. Journal of Gastronomy, Hospitality and Travel, 7(2), 609-624. https://doi.org/10.33083/joghat.2024.423
  31. Özavci, R. (2026). The impact of social media addiction on recreation anxiety in individuals. Frontiers in Psychology, 17, 1860004. https://doi.org/10.3389/fpsyg.2026.1860004
  32. Raglin, J. S. (2004). Anxiety and optimal athletic performance. Encyclopedia of Applied Psychology, 1, 139-144. https://doi.org/10.1016/B0-12-657410-3/00801-1
  33. Sayili, U., & Gunver, M. G. (2025). A novel modification approach for the one sample Kolmogorov-Smirnov test in large sample size. Scand J Clin Lab Invest., 85(4), 287-298. https://doi.org/10.1080/00365513.2025.2512384
  34. Sert, M. (2025). Dijital çağda rekreasyon kaygısı: Yalnızlık ve dijital bağımlılık arasındaki ilişkilerin incelenmesi [Yüksek lisans tezi, Eskişehir Teknik Üniversitesi]. YÖK Ulusal Tez Merkezi.
  35. Ströhle, A. (2019). Physical activity, exercise, depression and anxiety disorders. J Neural Transm., 116, 777–784. https://doi.org/10.1007/s00702-008-0092-x
  36. Şahin, E., Means, W. T., & Bayram, A. (2026). Üniversite öğrencileri arasında kampüs rekreasyon kısıtlamaları ve rekreasyon kaygısı arasındaki ilişki. Avrasya Spor Bilimleri ve Eğitim Dergisi, 8(1), 49–59. https://doi.org/10.47778/ejsse.118
  37. Torkildsen, G. (2005). Leisure and recreation management. 5th edition, London and New York: Routledge
  38. Trpkovici, M., Pálvölgyi, Á., Makai, A., Prémusz, V., & Ács, P. (2023) Athlete anxiety questionnaire: the development and validation of a new questionnaire for assessing the anxiety, concentration and self-confidence of athletes. Front. Psychol., 14, 1306188. https://doi.org/10.3389/fpsyg.2023.1306188
  39. Vaccaro, M. G., Bertollo, M., Guidetti, L., Quattrone, A., & Emerenziani, G. P. (2021). Individuals’ depression and anxiety might be influenced by the level of physical activity and expertise: a pilot study on elite volleyball players and amateur athletes. Sport Sciences for Health, 17(4), 999-1005. https://doi.org/10.1007/s11332-021-00767-2
  40. Weinberg, R. S., & Gould, D. (2019). Foundations of sport and exercise psychology (7th ed.). Champaign, IL: Human Kinetics.
  41. Weng, P. Y., & Chiang, Y. C. (2014). Psychological Restoration through Indoor and Outdoor Leisure Activities. Journal of Leisure Research, 46(2), 203–217. https://doi.org/10.1080/00222216.2014.11950320
  42. Wiedemann, K. (2001). Anxiety and anxiety disorders, Editor(s): Neil J. Smelser, Paul B. Baltes, International Encyclopedia of the Social & Behavioral Sciences, Pergamon, Pages 560-567, https://doi.org/10.1016/B0-08-043076-7/03760-8
  43. Xiang, J., Gao, J., & Gao, Y. (2024) The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship. Front. Psychol., 15, 1292203. https://doi.org/10.3389/fpsyg.2024.1292203
  44. Yamamori, Y., & Robinson, O. J. (2023). Computational perspectives on human fear and anxiety. Neuroscience & Biobehavioral Reviews, 144, 104959. https://doi.org/10.1016/j.neubiorev.2022.104959