Although reviews about leadership in sports have been published from the past to the present, there is a lack of studies that guide future studies at decisive points such as the relationships of publications with each other, the author, the number of citations and the number of journal citations. In this research, it is aimed to determine the effects and relationships of the articles published on the Web of Science (WoS) database on the theme of leadership in sports sciences in the process from past to present. The “Bibliometric citation analysis” method, one of the qualitative data analysis methods, was used in the study. The data in the study were collected using the VOSviewer (1.6.19) bibliometric analysis application via WoS. In the research, between 1987 and 2023, a total of 860 articles were reached in the category of “Sport science” and using the keyword “leadership”. The distribution of the indexes of the publications reached is as “Social Science Citation Index (SSCI)” (n:734), “Science Citation Index Expended (SCI-E)” (n:710), “Art & Humanities Citation Index (A&HCI)” (n:2), “Emerging Sources Citation Index (ESCI)” (n:129) and other indices (n:17). As a result of the bibliometric analysis, the most commonly used keywords were examined under the themes of the most publications by year, the number of publications and citations produced, the authors who produce the most publications and citations, and the number of publications and citations by countries and journals.

This research aims to make a scientific contribution toward a better understanding of the complex link between violence, poverty, and education. The main rationale for the research is that the dynamics between these three elements are mostly handled independently in the existing literature. In the literature, studies on issues such as poverty, violence, and lack of access to education have generally focused on a single perspective or variable, and a comprehensive approach has not been presented on how these factors are related to each other, what consequences this relationship has at the social level and how this cycle can be broken. This lack of knowledge creates an important gap in understanding how socioeconomically disadvantaged individuals and communities are affected by this cycle and in developing solutions that can break this cycle. To fill this gap, this study aims to understand the cyclical link among violence, poverty, and education, which are the main elements of social inequality. In line with this purpose, this study adopts a qualitative case design and analyses the effects of these problems on individuals in depth. The main feature that distinguishes this research from other research is that this research was created by interviewing experts from all over the world. Experts from Europe, Asia, North America, and Africa were interviewed in-depth to clarify the problem. The research has shown that education plays a critical role in solving poverty, violence, and social inequalities as well as individual development. The importance of psychological and social support systems in this process is necessary to overcome structural barriers in education. While raising awareness of human rights is seen as a fundamental step in ensuring social equality, it is concluded that educational policies should also include psychological health, economic opportunities, and social values. In line with these results, suggestions for research and researchers have been developed.

Health is not only a state of physical well-being, but also a state of well-being in all aspects, both psychologically and sociologically. It is known that women all over the world lag behind in physical activity level. However, it is not known how much female are aware of this situation. In this respect, it is aimed to reveal the conscious awareness levels of how much women are aware of this situation. A total of 474 female participants from 7 geographical regions throughout Türkiye were included in the research. Personal information form, International Physical Activity Questionnaire-Short Form (IPAQ-SF), and Mindful Awareness Scale (MAS) were used in the research. The data obtained in the research were analyzed in the Jamovi (2.3.21.0) statistical program at a 95% confidence interval and 0.05 significance level. In the analysis of the data, t-test, ANOVA, and Linear Regression analysis were used in independent groups. According to the results of the research, it was determined that the majority of women were married, worked as civil servants, did not consume cigarettes and alcohol, paid attention to healthy nutrition, and used pedometer. It was determined that the majority of woman had a normal body mass index (BMI), their total Metabolic Equivalent (MET) levels were at a good level and their conscious awareness levels were at a moderate level. Total MET scores of females in the Black Sea region were significantly higher than women in the Central Anatolia region (p0.05). As a result, it can be said that the healthy living habits of female in Türkiye are at a good level, but this cannot be predicted with the level of conscious awareness.

This study aims to examine the moderated mediation role of bullying in the relationship between emotional intelligence and school engagement, with self-esteem as a mediating variable. The existing literature reports a positive association between emotional intelligence and school engagement. It is also suggested that students with higher emotional intelligence may develop higher self-esteem, which, in turn, may be associated with higher levels of school engagement. However, the extent to which this process is conditioned by students’ experiences of bullying remains unclear. In other words, exposure to bullying may strengthen, weaken, or entirely alter the indirect association of emotional intelligence on school engagement through self-esteem. To address this gap, the study employed a cross-sectional correlational design with students enrolled in public lower secondary schools. A total of 657 students participated in the research. The study further examined the associations among emotional intelligence, self-esteem, school engagement, and bullying, thereby elucidating the role of bullying in relation to these constructs. The findings indicated that emotional intelligence is positively associated with both self-esteem and school engagement, and negatively associated with bullying. A strong positive association was also observed between self-esteem and school engagement. Moreover, the results revealed that the indirect association of emotional intelligence on school engagement through self-esteem varies as a function of bullying. As bullying increases, the strength of the associations between emotional intelligence, self-esteem, and school engagement decreases. These findings underscore bullying as a critical factor associated with students’ psychological and academic adjustment processes.

Although cognitive and social processes influencing students' scientific thinking skills have been extensively studied in recent years, the interplay between these processes remains insufficiently understood. This study examines the mediating role of research collaboration in the relationship between epistemic curiosity and critical thinking, as well as the moderating role of students’ scientific inquiry skills in shaping these dynamics. Adopting a pragmatist paradigm, this research employs a mixed-methods research design, specifically an exploratory sequential design with a scale development component. The qualitative phase utilizes a case study design, incorporating in-depth interviews with teachers from science upper secondary in Mersin, Türkiye, to inform the theoretical framework for scale development. The quantitative phase applies a causal-comparative design, analyzing data from 371 teachers to test a moderated mediation model. The psychometric properties of the developed scale were rigorously assessed through content validity, construct validity, and reliability analyses, confirming its validity and reliability. Findings indicate that scientific collaboration significantly enhances the effect of scientific curiosity on critical thinking. However, the magnitude of this effect varies depending on students' scientific inquiry skills. Qualitative insights reveal that while teachers endorse student-centered approaches, they encounter challenges in implementing these methods effectively in classroom settings. Keywords: critical thinking, scientific collaboration, scientific curiosity, scientific inquiry

Introduction: In today’s world, where smartphones have become an indispensable part of life, the existence of a department for treating smartphone addiction (nomophobia) in hospitals demonstrates that this is a public health issue. Nomophobia symptoms are exhibited by individuals of almost all ages, with young people being the least able to stay away from their phones. Against this backdrop, the present study aims to investigate whether perceived physical activity barriers among students at the Faculty of Sports Sciences have a predictive effect on their levels of nomophobia. Method: A total of 570 students enrolled in the Faculty of Sports Sciences participated in the study on a voluntary basis. The Üsküdar Nomophobia Scale and the Perceived Physical Activity Barriers Scale were employed. The data were analyzed using the Jamovi (2.3.28.0) statistical program with a 95% confidence interval and a significance level of 0.05. Results: A positive moderate correlation was found between participants’ nomophobia and physical activity barrier scores. The final regression model was statistically significant [ R = 0.479, R ² = 0.230, F (6,563) = 27.955, p < 0.001], explaining 23% of the variance in nomophobia. Adding perceived physical activity barriers to the model significantly increased its explanatory power (Δ R ² = 0.213, p < 0.001). Perceived physical activity barriers were found to be the strongest predictor of nomophobia ( β = 0.451, p < 0.001). Department ( p = 0.006) and teaching type ( p = 0.019) were also found to be significant predictors, whereas BMI, gender and academic year were not. Conclusion: The findings suggest that perceived barriers to physical activity are a significant factor in predicting nomophobia among university students. Reducing these barriers and promoting active lifestyles could encourage healthier technology usage behaviors and reduce excessive smartphone addiction.