The aim of this study was to examine the impact of self-directed learning readiness on critical thinking and general self-efficacy among the students of the School of Physical Education and Sports. In line with this aim, the research sample consisted of 419 students who were randomly selected from the School of Physical Education and Sports in Erciyes University. To collect data, the study used Self-Directed Learning Readiness Scale, Critical Thinking Scale, General Self-Efficacy Scale and 'Personal Information Form' created by the researcher.The data obtained through the Personal Information Form was statistically analyzed using SPSS 20.0 package program. The candidates' personal information and inventory total scores and factor points were presented by calculating frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (β)The study found a positive significant relationship between self-directed learning readiness and critical thinking. A positive significant relationship was also found between self-directed learning readiness and general self-efficacy. Finally, there was a positive high relationship between general self-efficacy and critical thinking. The results of the study suggest that self-directed learning readiness affects critical thinking and general self-efficacy characteristics as it influences other aspects related to education. Self-directed learning readiness predicts critical thinking and general self-efficacy by 50.5%. Hence, authentic environments should be created to improve students' self-directed learning readiness when preparing education and training programs especially as a significant aspect of modern education systems in today's world.

This study aims to examine the impact of cultural intelligence on social skills among the students of the School of Physical Education and Sports. The research population consists of randomly selected 377 students. As data collection tools, the study uses Cultural Intelligence Scale, Social Skills Inventory and "Personal Information Form". The data obtained through the Personal Information Form, Cultural Intelligence Scale and Social Skills Inventory was statistically analyzed using SPSS 20.0 package program. The information about and inventory total scores of the candidates and factor points were presented by finding frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (β) In the study, we found positive significant relationships between cultural intelligence dimensions -cognitive, metacognitive, motivational and behavioural skills- and social skills dimensions -emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control. An examination of the prediction of social skills by cultural intelligence reveals that cognitive, metacognitive, motivational and behavioural dimensions are predictor of social skills, and students’ social skills improve with the increase in their cultural intelligence level. Consequently, the significance of cultural intelligence and social skills is increasingly growing for maintaining successful, healthy and peaceful relationships between people. Individuals with higher cultural intelligence and sociability are expected to be more active in the education system while having a high level of willingness in learning activities. Particularly in the universities where various cultures coexist, students who can establish social relationships with their friends and professors will be more successful and enthusiastic about accepting positions to participate in international activities. The development of cultural intelligence and social skills will naturally improve students in social and cultural aspects, thus contributing to form the basis of a healthier world. For these reasons, it will be useful to provide training that enhance social skills in educational and training settings and carry out activities that increase interaction with other cultures such as student exchange programs and overseas educational tours in order to enhance cultural intelligence level.

The aim of this study is to investigate the relationship between happiness levels of university students with levels oflife satisfaction and optimism. The study sample consists of 318 freshmen, sophomore, junior, and senior studentsrandomly selected from the departments of Physical Education and Sports Teaching, Coaching Education, SportsManagement, and Recreation Education of Faculty of Sports Sciences, Erciyes University, Turkey.Happiness Scale, Satisfaction with Life Scale, and Life Orientation Scale, as well as “Personal Information Form”prepared by the researcher were used as the data collection tools for the purpose of this research.The data obtained from Personal Information Form, Happiness Scale, Satisfaction with Life Scale, and LifeOrientation Scale was analyzed statistically with SPSS 20.0 package program. Personal information and inventorytotal scores, as well as factor scores for the candidates, are given by determining the frequency (f) and percentage (%)values. To determine the relationship between the scores obtained from the scales, Pearson Product MomentCorrelation Analysis (r), and to determine whether obtained scores are predicting each other or not, multipleregression analysis (β) were applied.As a result, happiness was found to have a high-level positive relation with life satisfaction and optimism.Considering the psychological aspects of the curriculum applied to prospective teachers, increasing the level ofhappiness will contribute to educating more qualified teachers.

Objective: This study was conducted to investigate the effects of exercise on psychological disorders in patients receiving childhood cancer treatment. Methods: The study group consisted of patients with cancer between the ages of 9 and 17 who were treated in the Hematology–Oncology units of Erciyes University. For the sample group, children with cancer were informed about the content of the study, and 40 children with cancer agreed to participate in the study voluntarily. The volunteers were divided into two groups, control and experimental, each consisting of 20 people. For the pre-test, participants completed a socio-demographic information form, as well as the Kovacs Depression scale, Beck Anxiety Inventory, and the pediatric cancer quality of life scale for children. Volunteers in the experimental group engaged in aerobic and strength exercises for an eight-week period. The study was completed with 8 volunteers in the control group and 14 volunteers in the experimental group due to various factors, such as voluntary withdrawal, disease progression, and mortality. After this period, the volunteers were asked to complete the same scales once more as a post-test. The SPSS 22.00 statistical analysis program was used. The independent samples t-test was employed to compare the pre-test and post-test findings of the control and experimental groups, while the paired samples t-test was used for within-group evaluations. Results: In the within-group comparisons, significant differences were observed in favor of the post-test scores in the experimental group for both the anxiety scale (p < 0.05, Mean: 8.14) and the quality-of-life child form (p < 0.05, Mean: 38.14). For intergroup comparisons, significant differences were found in favor of the experimental group in terms of post-test scores of depression (p < 0.05, mean: 10.57) and anxiety scales (p < 0.05, mean: 8.14). Conclusions: It is postulated that this outcome stems from the positive effects of sports activities in helping children undergoing cancer treatment distance themselves from their psychological adversities.

Bu çalışma, rekreatif amaçla maratonlara katılan bireylerin mutluluk, psikolojik iyi oluş ve yaşam tatmini arasındaki ilişkileri incelemeyi amaçlamaktadır. Araştırmanın örneklem grubunu, 2024 yılında Kayseri ilinde gerçekleştirilen rekreatif maraton etkinliklerine katılan ve tesadüfi yöntemle seçilen 482 birey oluşturmaktadır. Araştırmada veri toplama aracı olarak dört bölümden ve toplam 51 sorudan oluşan bir anket uygulanmıştır. İlk bölümde araştırmacı tarafından hazırlanan kişisel bilgi formu kullanılmıştır. İkinci bölümde, Diener ve arkadaşları (2010) tarafından geliştirilmiş ve Telef (2013) tarafından Türkçeye uyarlanmış "Psikolojik İyi Oluş Ölçeği" yer almıştır. Üçüncü bölümde, Larsen ve Griffin (1985) tarafından geliştirilen ve Bekmezci ve Mert (2018) tarafından Türkçeye uyarlanan "Yaşam Tatmini Ölçeği" kullanılmıştır. Dördüncü bölümde ise Oxford Mutluluk Ölçeği’ne yer verilmiştir. Araştırma sonuçları, mutluluk ile psikolojik iyi oluş arasında pozitif yönlü düşük düzeyde bir ilişki, psikolojik iyi oluş ile yaşam tatmini arasında ise negatif yönlü düşük düzeyde anlamlı bir ilişki olduğunu göstermektedir. Cinsiyet, yaş, eğitim durumu ve medeni durum gibi demografik değişkenlerin mutluluk, psikolojik iyi oluş ve yaşam tatmini üzerinde farklı etkiler yarattığı, ancak bazı değişkenlerin bu ilişkilerde istatistiksel olarak anlamlı bir fark yaratmadığı belirlenmiştir. Çalışma, rekreatif maraton etkinliklerinin bireylerin psikososyal iyilik halleri üzerinde nasıl etkiler yarattığını anlamaya yönelik önemli katkılar sağlamaktadır.

Bu araştırmanın amacı, öğretmenlerin öğretmen liderliği kültürlerinin çeşitli değişkenler açısından incelenmesidir. Araştırmaya; İngilizce Öğretmenliği, Beden Eğitimi ve Spor Öğretmenliği, Sınıf Öğretmenliği Matematik Öğretmenliği branşlarında öğretmenlik yapan tesadüfü yöntem ile seçilmiş 800 öğretmen gönüllü olarak katılmıştır. Araştırmada veri toplama araçları olarak; Öğretmen Liderliği Kültürü Ölçeği ve araştırmacı tarafından hazırlanan Kişisel bilgi formu kullanılmıştır. Elde edilen veriler SPSS 20.0 paket programı ile istatistiksel analizleri yapılmıştır. Adaylara ilişkin kişisel bilgiler ve envanter toplam puanları ve faktör puanları frekans (f) ve yüzde (%) değerleri tespit edilerek verilmiştir. Ölçeklerden elde edilen puanların arasındaki ilişkiyi ortaya koyabilmek için cinsiyetlerine kademelerine ve eğitim durumlarına göre karşılaştırmalarda Bağımsız T test istatistiği uygulanırken, yaş, kıdem, branşlarına göre karşılaştırmalarda ise Tek yönlü varyans analizi test istatistiği uygulanmıştır. Öğretmenlerin branş değişkeni incelendiğinde destekleyici çalışma ortamı alt boyutunda İngilizce öğretmenleri ile Beden eğitimi öğretmenleri arasında anlamlı farklılık tespit edilmiştir. Öte yandan cinsiyet, yaş, kıdem, kademe ve eğitim durumu değişkenlerine göre anlamlı olarak farklılık tespit edilememiştir. Sonuç olarak tüm branşlardaki öğretmenlerin liderlik vasıflarına sahip olması gerektiği ve lider öğretmenlerin eğitim kalitemizi arttıracağı bu sebeplerden dolayı da gerek hizmet öncesi gerekse hizmet içi eğitimlerin liderlik eğitimlerinin verilmesinin önemli olacağı düşünülmektedir.