The purpose of this study was to examine how athletes’ social-media addiction and sport-burnout levels influence their emotional commitment to their teams. A total of 220 athletes aged 18–25 participated in the research. Data were collected using the Team Commitment Scale, the Social Media Addiction Scale, and the Sport Burnout Inventory. Independent samples t-tests, one-way ANOVA, and LSD post-hoc analyses were conducted. A significant gender difference was found only in the Emotional Gain sub-dimension of team commitment (p0.05). Age group, type of sport, and national-athlete status did not produce significant variations in any variable (p>0.05). Years of sport experience yielded significant differences in total commitment scores (p<0.05), whereas years working with the same coach, number of media platforms used, and daily media time produced significant differences in burnout and social-media addiction (p<0.05). Overall, the findings indicate that although social-media addiction and burnout do not broadly differentiate athletes’ commitment levels, they exert limited yet statistically meaningful effects under specific demographic and behavioral conditions, particularly those related to media engagement and coach athlete dynamics.

The aim of this study was to investigate the relationship between motivation and flow states in sports faculty students. A total of 289 athletes who were studying at Ondokuz Mayıs University Yaşar Doğu Faculty of Sports Sciences participated in the study. Sport Motivation Scale and The Flow State Scale-2 and Dispositional Flow Scale-2 were used. T-test was used for comparisons. While there was no significant difference between the subscale scores of motivational orientation by gender (p> 0.05), a significant difference was found between the amotivation subscale (p 0.05). No significant difference was found between intrinsic and extrinsic motivation states of student athletes according to gender differences (p> 0.05). No significant difference was found between all sub-dimensions of flow state according to gender, team and individual sports (p> 0.05). T Conclusion: It can be said that motivation levels of sports educated students have an effect on flow states or flow states have an influence on motivation states. The studies that increase the flow states of the sports educated students can increase the motivation levels of the students, as well as studies that increase the motivation levels of the students can increase the flow states. Studies should be conducted in different age groups and different groups to find out in which sub-dimensions flow states and motivation states differ or are similar.

The aim of this study is to find out psychological well-being and perceived stress states of university students during the coronavirus process and to research the effects of psychological well-being on perceived stress. “Psychological well-being” and “perceived stress” scales filled in by 659 university students were evaluated. Independent t test, one way ANOVA and LSD tests were used in statistical analysis. Psychological well-being states of the participants were found to be statistically different in terms of gender (p0.05). Statistically significant difference was found between well-being scores in terms of perceived immunity (p<0.05). Psychological well-being scores were found to increase as the state of believing in the strength of immunity increased. The lowest well-being scores were found in the participants who perceived their immunity weak. Perceived stress scores were also found to differ significantly in terms of perceived immunity (p<0.05). Perceived stress scores of the participants who perceived their immunity strong were found to be significantly lower than those of the participants who perceived their immunity weak. In addition, well-being and perceived stress scores of students were found to differ significantly in terms of sleep pattern during the pandemic (p<0.05). The students who stated that there were no changes in sleep pattern were found to have the highest psychological well-being scores. Psychological well-being scores of students who slept between 7 and 9 hours were found to be significantly higher and their perceived stress scores were found to be significantly lower than the students who slept 6 hours or less and those who slept 10 hours or more (p<0.05). It can be said that good sleep patterns and sleeping between 7 and 9 hours increased students’ psychological well-being and decreased their perceived stress. It was found that while psychological well-being of university students differed in terms of gender, perceived immunity and sleep pattern, their perceived stress did not differ in terms of gender. It was found that students’ perceived stress differed in terms of perceived immunity and sleep duration of students. It was found that psychological well-being explained 0.9% (R2= 0,009) of the variation on perceived stress. It is recommended to reduce the perceived stress of university students by increasing their psychological well-being. It is also recommended to increase students’ level of believing in their immunity and to ensure that they sleep regularly and sufficiently.

Bu araştırma, Spor eğitimi alan öğrencilerin Beden Eğitimi ve Spor Öğretmenliğine Yönelik Tutumlarını (BEÖYTÖ) belirlemek amacıyla yapılmıştır. Tarama modelindeki araştırma Beden Eğitimi ve Spor Yüksekokulunda 2017/2018 Eğitim-Öğretim yılında öğrenim gören Öğretmenlik ve Spor Yöneticiliği bölümleri öğrencileri arasında gerçekleştirilmiştir. Veri toplama aracı olarak, “Beden Eğitimi Öğretmenliği Mesleğine Yönelik Tutum Ölçeği (BEÖYTÖ)” kullanılmıştır. Verilerin analizinde tanımlayıcı istatistiksel işlemlerden frekans analizi yapılarak hem frekans değerleri (n) hem de % frekans değerleri hesaplanmıştır. Ayrıca araştırmada değişkenler arasındaki farkı bulabilmek amacıyla t-testi, Varyans analizi sonrası Duncan, Kruskal-Wallis testi, sonrası Dunn çoklu karşılaştırma testleri kullanılmış ve sonuçları harfli gösterim şeklinde ifade edilmiştir. Araştırmada, beden eğitimi öğretmen adaylarının cinsiyet, yaş, sınıf ve spor branşı değişkenlerinde anlamlı farklılığa rastlanmakla birlikte bölüm değişkeninde ise anlamlı bir farklığının olmadığı görülmüştür. Araştırma sonucunda, spor eğitimi alan öğrencilerin Beden Eğitimi Öğretmenliği Mesleğine yönelik olarak orta düzeyde tutuma sahip oldukları belirlenmiştir. Araştırma diğer üniversitelerin beden eğitimi öğretmeni yetiştiren bölümlerin katılımı ile araştırma grubunun genişletilerek alana daha fazla katkıda bulunabileceği düşünülmektedir.

The aim of this study was to investigate the effect of exercise on depression levels. Beck Depression Inventory (BDI) was applied to a total of 605 subjects at different exercise levels. The BDI score of non-exercising group was 13.18, while the average score of those who exercise was found to be 8.93. Non-exercising group showed higher depressive symptoms than the exercising group. Gender had no significant difference on the levels of depression (p>.05). Non-exercising group was found to be more depressive than the exercising group (p<.01). It was observed that exercising resulted in a low level of depression and the level of depression was reduced as the exercise time was increased. It can be said that exercise had a positive effect on reducing depression. People should be motivated and encouraged for having the habit of regular exercise to improve the quality of life.