We aimed to determine the relationship between social physique anxiety (SPA), body image dissatisfaction (BID), self-esteem (SE), and body fat ratio (BFR) in female exercisers and nonexercisers. Participants included 290 female exercisers and nonexercisers ranging in age from 18 to 60 (M = 24.0, SD = 10.0). One-way ANOVA and the Pearson product moment correlation coefficient were used to analyze data. Significant relationships were found between SPA, body image satisfaction (BIS), and SE. Differences between each group's SPA, BID, and SE scores were also notable. It was concluded, therefore, that exercising behavior had a moderating effect on SPA, BIS, and SE.

A AB BS S T TR RA AC CT T O Ob bj je ec ct ti iv ve e: : This study tes ted whet her ex po su re to ide al thin fe ma le body ima ges ha ve an ef fect on ath le te and no nath le te fe ma les' body ima ge (dis)sa tis fac ti on (BID) and so ci al physi qu e an xi ety (SPA). M Ma a t te e r ri i a al l a an nd d M Me et t h ho od ds s: : The par ti ci pants we re 143 he althy fe ma le ath le tes (n= 67) and no nath le tes (n= 76) ranging in age from 17 to 28. In ad di ti on to ath le tic sta tus, gro ups we re furt her di vi ded in to ex pe ri men tal and con trol gro ups (2 x 2 Fac to ri al de sign). In di vi du als in ex pe ri men tal gro ups vi e wed a sli de show which conta i ned 37 thin fe ma le body ima ges from va ri o us swim su its ad ver ti se ments which we re se lec ted by thre e refe re es. Af ter the ex pe ri ment, par ti ci pants comp le ted the Fi ve Fac tor Per so na lity In ven tory, SPA Sca le and BID Qu es ti on na i re. Body fat ra ti o was al so me a su red. In di vi du als in con trol gro ups comp le ted only me a sure ment de vi ces and the ir body fat ra ti o was me a su red. R Re e s su ul lt ts s: : Re sults sho wed that the re was a sig ni fi cant body ima ge sa tis fac ti on dif fe ren ce in fa vor of ath le tes' ex pe ri men tal gro up (t (65)= -2. 23, p = 0.029). Ho wever, the re was no sig ni fi cant dif fe ren ce bet we en no nath le tes' con trol and ex pe ri men tal gro ups in terms of body ima ge sa tis fac ti on. Re sults re ve a led that fe ma le ath le tes (M :24.82, SD: 7.41) had sig ni fi cantly lo wer SPA than no nath le tes (M: 33.30, SD:7.50), [t (141): -6.78, p< 0.001]. Re sults al so de mons tra ted that fe ma le ath letes had hig her body ima ge sa tis fac ti on (M: 109.10, SD: 9.96) com pa red to no nath le tes (M: 91.75, SD: 10.23), [t(141): 10.24, p< 0.001]. A reg res si on mo del con ta i ning the Big Fi ve per so na lity tra its co uld exp la in sig ni ficant amo unt of va ri an ce in ath le tes' and no nath le tes' body ima ge sa tis fac ti on. Showing body fat ra ti o in crea sed pre dic ti ve abi lity of the reg res si on mo del only in the ath le te gro up. C Co on nc c l lu u s si i o on n: : Thin fe ma le body ima ges ide a li sed by me di a may le ad ne ga ti ve body ima ge per cep ti on es pe ci ally in fe ma le ath le tes.K Ke ey y W Wo or rd ds s: : Body image; personality; exercise Ö ÖZ ZE ET T A Am ma aç ç: : Bu ça lış ma da, med ya da yer alan in ce ka dın be de ni im ge le ri ne ma ruz kal ma nın spor cu ve sporcu ol ma yan ka dın la rın Be den İmge si Mem nu ni ye ti (BİM) ve Sos yal Fi zik Kay gı (SFK) dü zey le ri üze rin de etki li olup ol ma dı ğı test edil miş tir. G Ge er re eç ç v ve e Y Yö ön nt te em ml le er r: : Araş tır ma ör nek le mi yaş la rı 17 ile 28 ara sın da de ği şen 143 sağ lık lı spor cu (n= 67) ve spor cu ol ma yan (n= 76) ka dın dan oluş muş tur. Ör nek lem, spor cu ve spor cu olma yan grup la rın ya nı sı ra ken di iç le rin de de seç ki siz ola rak de ney ve kon trol gru bu şek lin de iki ye ay rıl mış -tır (2 x 2 fak tö...

The aim of this study is to examine the verbal and visual dominant learning styles and epistemological beliefs of the students educated in the School of Physical Education and Sports according to their academic self-efficacy influence levels. A total of 434 students (132 females and 302 males) participated in this study. The scales of Academic Self-efficacy, verbal and visual dominant learning styles and epistemological beliefs were used in the study. Hierarchical cluster analysis, k-means cluster analysis, multivariate analysis of variance and post hoc analyses were performed. Considering the results of this study, the individuals in the group called ‘low academic self-efficacy’ were found to have lower average scores in the verbal dominant learning style than those of other groups. In the consequence of the analyses made for epistemological beliefs, the individuals in the group called ‘high academic self-efficacy’ were found to have higher averages in ‘the belief that learning depends on effort’ than other groups. Keywords: Self-efficacy, epistemology, verbal learning style, visual learning style.

This study aims to determine how achievement goals, participation motivation and self-perception levels in physical activity environments relate to the flourishing of young adults. The general purpose of the study was also to examine differences in selected variables of young adults flourishing in physical activity environments. To achieve our aims, the recruited sample consisted of 580 young adult exercisers ranging in age from 18 to 40 years from fitness centers in Izmir, Turkey. Participants completed a personal information form, the Flourishing Scale, the 2 × 2 Achievement Goals Questionnaire for Sport (2 × 2 AGQ-S), the Situational Motivation Scale (SIMS), and the Physical Self-Description Questionnaire (PSDQ). We examined correlations, regressions, and path models with our measured variables. Flourishing relates significantly (p < 0.001) and positively with global self-esteem, the mastery-approach goal, intrinsic motivation, and global physical self-concept. Our path model suggested that the mastery-approach goal, intrinsic motivation, and global self-esteem partially mediated the relationship between global physical self-concept and flourishing. Our findings help to inform alternative approaches for cultivating exercisers’ flourishing. However, knowledge on how to support and develop flourishing is still under-researched in sport and exercise settings.

This study aims to research the effects on the Achievement Goal Orientations of the Study Process Approaches and Learning Modalities for students attending the department for physical education teaching. At the total of 677 students from six different universities volunteered to participant in this study. The study process, learning modality and achievement goal levels of students were determined. The presence of relationship between Study Process and Achievement goal and mediation effect in the Study Process Approaches for the relationships between the Learning Modalities and the Achievement Goal Orientation are the two main findings of this study. According to these findings the teacher candidates should know well the Study Process Approaches and Learning Modalities that provide for the students to learn in a more comprehensible manner, for them to avoid factors that pave the way to mental confusion and that will facilitate attaining success.