Dergiler / International Journal of Psychology and Educational Studies / 2019 / Cilt: 6 - Sayı: 3

Sources of Social Support in Physical Activity Participation: The Moderating Effect of Gender

Sayfa
80–88
Yayın Tarihi
2019-09-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Also, even though there was no statistically significant effect on physical activity participation motivation of gender interaction with perception of parental social support t=1.36, p>.05 , it was identified that peer social support perception and gender interaction had statistically significant effect on physical activity motivation t=1.99, p

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of this study was to investigate the relationship between sources of social support and motivation and the moderating effect of gender on this relationship for physical activity participation in adolescents.
📊
Temel Bulgular & Veri:The research data were obtained from a total of 670 adolescents who were selected by convenience sampling method among secondary and high school students studying in Ankara, Bursa and Istanbul.
💡
Sonuç & Katkı:Also, even though there was no statistically significant effect on physical activity participation motivation of gender interaction with perception of parental social support t=1.36, p>.05 , it was identified that peer social support perception and gender interaction had statistically significant effect on physical activity motivation t=1.99, p
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2018 Verileri
⚙️Değişkenler:Motivation · Physical Activity · Social Support

Abstract

The aim of this study was to investigate the relationship between sources of social support and motivation and the moderating effect of gender on this relationship for physical activity participation in adolescents. The research data were obtained from a total of 670 adolescents who were selected by convenience sampling method among secondary and high school students studying in Ankara, Bursa and Istanbul. As a data collection tool, the Physical Activity Participation Motivation Scale PAPMS developed by Tekkurşun Demir and Cicioğlu 2018 and consisted of 16 items and 3 sub-dimensions, was used. In order to determine the social support perceptions in physical activities of the students in the research, Social Support Scale for Physical Activity in Adolescents SSSPA which was developed by Farias Junior 2014 and adapted to Turkish language by Küçükibiş 2019 and consisted of 10 items and 2 sub-dimensions, was used. In this study, relational screening model, one of the quantitative research methods, was used. The research was carried out in accordance with the cross-sectional survey design. The data obtained were evaluated by SPSS 21.0. Correlation analysis showed that there was a positive relationship between physical activity participation and participants' motivation to participate in physical activity and their perceptions of parent and peer social support. Also, even though there was no statistically significant effect on physical activity participation motivation of gender interaction with perception of parental social support t=1.36, p>.05 , it was identified that peer social support perception and gender interaction had statistically significant effect on physical activity motivation t=1.99, p

🔖

Bu Makaleye Atıf Yap

ESKİLER, E., KÜÇÜKİBİŞ, H. F. (2019). Sources of Social Support in Physical Activity Participation: The Moderating Effect of Gender. International Journal of Psychology and Educational Studies, Cilt: 6 - Sayı: 3, 80–88. https://ajindex.com/articles/768265

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (4)

  1. Akbaba, S. (2006). Eğitimde motivasyon. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (13), 343‐361. Anderssen, N., & Wold, B. (1992). Parental and peer influences on leisure‐time physical activity in young adolescents. Research quarterly for exercise and sport, 63(4), 341‐348. doi: 10.1080/02701367.1992.10608754 Aznar‐Lain, S., & Webster, T. (2007). Physical activity and health in children and adolescents: A guide for all adults involved in educating young people. Ministerio de Educación y Ciencia/Ministério de Sanidad y Consumo. Bailey, R., Wellard, I., & Dismore, H. (2005). Girls and physical activities: A summary review. Education and Health, 23, 3‐5. Çelik, G., Tahiroğlu, A., & Avcı, A. (2008). Structural and neuro‐chemical changes of brain in adolescence. Turkish Journal of Clinical Psychiatry, 11(1), 42‐47. Cirik, I., Oktay, A., & Fer, S. (2014). Perceived social support levels of elementary school students. Education and Science, 39(173), 170‐181. Cleland, V., Venn, A., Fryer, J., Dwyer, T., & Blizzard, L. (2005). Parental exercise is associated with Australian children’s extracurricular sports participation and cardiorespiratory fitness: A cross‐sectional study. Int J Behav Nutr Phys Act, 2(3), 1‐9. doi: 10.1186/1479‐5868‐2‐3 Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300‐315. doi: 10.1097/00006842‐197609000‐00003 Colly, A., Berman,E.,& Van Milligen, L.(2006). Age and gender differences in young people’s perception of sport participants. Journal of applied social psychology, 35(7), 1440‐1 454. Coşkun, R., Altunışık, R., & Yıldırım, E. (2017). Sosyal bilimlerde araştırma yöntemleri. SPSS uygulamalı. Sakarya: Sakarya Kitabevi.
  2. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson. Cüceloğlu, D. (2005). İnsan ve davranışı ‐ Psikolojinin temel kavramları (14. Basım). İstanbul:
  3. Remzi Kitabevi.
  4. Daigle, K. G. (2003). Gender differences in participation of physical activities: a comprehensive model approach. LSU Doctoral Dissertations Derman, O. (2008). Ergenlerde psikososyal gelişim. Adolesan Sağlığı II Sempozyum Dizisi, 63, 19‐21. Eccles, J. S., Wigfield, A., Harold, R., & Blumenfield, P. B. (1993). Age and gender differences in children’s self‐ and task perceptions during elementary school. Child Development, 64(3), 830‐847. doi: 10.2307/1131221 Egli, T., Bland, H. W., Melton, B. F., & Czech, D. R. (201