Information and communication technologies are extremely effective in the education of children with autism, that is, in special education, just as they are a part of our lives and affect all areas of our lives. This study was made to determine the attitudes of the teachers in the field of special education towards these technologies. 124 teachers among the teachers in the field of special education working in Izmir province participated in the study voluntarily. In the study, "Personal Information Form" and "Information and Communication Technologies Attitude Scale" developed by Gunbatar (2014) to determine the level of information and communication technologies use of teachers in the field of special education were used. The data obtained were evaluated in the SPSS 23 package program. In analyzing the data, ANOVA and t-test were used for the general scale among the "Mann Whitney U" and "Kruskal Wallis 1 Way ANOVA" tests. In addition, in cases where significant differences exist, the scales at which the differences occur were determined by using "Dunn's Nonparametric Comparison" for subscales and "Tukey Post Hoc" test for general scale. As a result of the findings obtained, there is a significant difference as the age of teachers changes and according to that they have special students do sports, sports are effective on special students according to their gender, there is no significant difference according to the persistence of the knowledge that special students want to be taught while playing games, and according to their status of finding technological opportunities sufficient. As a result, we can say that as teachers' attitudes towards technology are positive, students with or without disabilities can learn information in a short time.

The development of technology has made our lives easier and has caused some dependencies to enter our lives. The aim of this study is to measure the nomophobia levels of the students at the faculty of sports at Uşak University and the faculty of technology at Isparta Applied Sciences University and to examine the relationship of personality with the level of nomophobia. The sample of the study consists of a total of 408 students at the faculty of sports at Uşak University and the faculty of technology at Isparta Applied Sciences University. Volunteering was taken into account in participation. Students’ nomophobia level and personality properties were analyzed according to the gender of the participants, age groups, educational status, department, phone usage by years, daily smartphone usage time, mobile internet usage time, daily mobile internet usage time, smartphone night off status, the time spent with friends during the day. In the study, the Nomophobia Scale, developed by Yıldırım and Correia (2015) and whose validity and reliability were made, was developed by Somer, Tatar and Korkmaz (2001) and the 5-Factor Personality Inventory, whose validity and reliability of short form were, made was used by Tatar (2005). In this study, SPSS 22.00 Program used in quantitative research methods was used. The data were summarized by giving percentage and frequency tables. This study was tested with a significance level of 0.05. There are statistically both significant relationship (p < .05) and non-sense relationship (p > .05) between nomophobia and subscale scores according to age, gender, department, phone usage by years, daily smartphone usage time, mobile internet usage time, daily mobile internet usage time, smartphone night off status and the time spent with friends during the day. A statistically significant relationship was found between personality and nomophobia (p < .05). The results of the study showed us how nomophobia is effective on students. As a result of the study, it is an indicator that personality affects nomophobia. It seems that personality is effective on nomophobia. As the personality gets stronger, the level of nomophobia will decrease. Therefore, necessary studies can be done about the personality. In addition, a new research can be proposed in which students in the other department will be assessed to be affected by the level of nomophobia.

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.

Background and Study Aim. University students often face high levels of stress and mental health issues. These challenges can negatively affect their academic performance and overall well-being. Physical activity and mindfulness may offer benefits, but there is limited research on their relationship in students. The aim of this study is to investigate the correlation between physical activity status and mindful awareness in university students, considering their gender groups and smoking status. Materials and Methods. The study was conducted using the relational screening method, a quantitative research design. The research population comprised associate and undergraduate students enrolled at public universities in Turkey. Of the 830 participants selected at random, 60.3% were women (n=499) and 39.7% (n=331) were men. The data were collected using the International Physical Activity Questionnaire - Short Form (IPAQ-SF) and the Mindful Attention Awareness Scale (MAAS). As the Shapiro-Wilk test indicated that the data were not normally distributed, the subsequent analyses employed the Mann-Whitney U test and Spearman's rho correlation analysis. Results. The mean age of participants was 22.0±4.5 years. The mean Body Mass Index (BMI) was 22.1±3.4 kg/m². The rate of physically inactive/sedentary students was 18.2%. The rate of students with low physical activity levels was 50.1%. The rate of students with sufficient physical activity levels was 31.7%. The total physical activity (PA) score was 2046 MET-min/week. The largest contribution to the total score came from walking activity. The Mindful Attention Awareness Scale (MAAS) score was found to be normal, with a mean of 59.2±12.5. The mindfulness score was positively related to vigorous physical activity. It was negatively related to sitting time. Conclusions. The findings suggest that increasing physical activity, particularly vigorous exercise, can positively impact mindfulness. Additionally, reducing sedentary behavior might further support the improvement of mindful awareness among university students. These results highlight the importance of incorporating physical activity programs into student lifestyles to promote mental well-being.

O objetivo deste estudo é examinar a relação entre o bem-estar psicológico e a percepção do sucesso dos alunos do ensino médio que praticam esportes. A amostra do estudo consiste de um total de 420 estudantes, 140 do sexo feminino e 280 do sexo masculino, que estudam em escolas de ensino médio. Neste estudo, "Formulário de Informações Pessoais" preparado pelo pesquisador, foi utilizada a escala de bem-estar psicológico desenvolvida por Diener et al. (2009) para medir o bem-estar sócio-psicológico e cuja versão turca e, o estudo de validade e confiabilidade foi realizado pela Telef em 2013, e a percepção do inventário de sucesso (Child Version - BAE-Ç) desenvolvida por Roberts et al. (1998) e cuja adaptação ao turco foi feita por Kazak Çetinkalp (2006). Como resultado, não há relação entre as orientações de ego dos indivíduos e seu bem-estar psicológico; no entanto, mostrou que há uma relação positiva significativa entre as orientações de tarefa e o bem-estar psicológico no nível de confiança.