Öz: Araştırmanın amacı, üniversite öğrencilerinin bireysel sosyal sorumluluk düzeylerinin belirlenmesi ve kişisel özelliklerine göre bireysel sosyal sorumluluk düzeyleri arasındaki farklılıkların incelenmesidir. Araştırma grubunu, 2014-2015 eğitim ve öğretim yılında Erzurum Atatürk Üniversitesinde öğrenim gören, 182'si kadın 255'i erkek olmak üzere toplam 437 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak; 33 maddelik 'Bireysel Sosyal Sorumluluk Ölçeği (Eraslan, 2011)' kullanılmıştır. İlgili ölçek, 5'li Likert Skalası tipindedir. Elde edilen bulgulara göre; üniversite öğrencilerinin bireysel sosyal sorumluluk düzeyleri ile spor yapma durumu, spor yapma süresi ve haftalık spor yapma süreleri bakımından değerlendirildiğinde anlamlı sonuçlara ulaşıldığı ve spor yapan öğrencilerin bireysel sorumluluk düzeylerinin yüksek olduğu tespit edilmiştir. Cinsiyet, yaş, aile yapısı, kişisel aylık gelir ve yapmış olduğu spor türü değişkenleri bakımından değerlendirildiğinde ise anlamlı sonuçlara ulaşılmadığı görülmektedir. Öğrencilerin toplumsal sorunlara ve kişisel sorunlara yönelik bilinçlilik düzeylerinin yüksek olması toplum ve birey açısından olumlu sonuçlar sağlaması düşünülmektedir. Çıkan sonuçlar incelendiğinde, sporun bireylerde sosyal sorumluluk üzerinde olumlu etkisinin olması, gençlerinin spor yapması için yönlendirilmesi ve imkânların sağlanması önem arz ederek, çalışmamızın da önerisi olarak ifade edilebilir. Abstract:The aim of the present study is to determine individual social responsibility levels of university students and to evaluate differences between them depending on their individual characteristics. Study group consists of 437 subjects (182 females and 255 males) among the students attending Ataturk University in 2014-2015 education term. Individual Social Responsibility Scale (Eraslan, 2011) with 33 items was used as the data gathering tool. Scale in question is in the 5 -grade Likert Scale. It was determined from the results that relationship between individual social responsibility levels of university student sand the state of performing sportive activities, time length of sportive activities and time length of weekly sportive activities was significant and individual social responsibility levels of sport playing students were higher than others. Relationship between individual social responsibility levels and gender, age, family structure, monthly income and type of sport was found to be insignificant. High awareness level of students towards social and individual problems is thought to cause positive results for society and individuals. It may be stated when the results of the study are evaluated that sports have positive effects on individual social responsibility and it is important that the youth should be directed to sport by providing them opportunities.Özet : 2012-2014 Yılları arasındaki TUİK verileri kullanılarak hazırlanan bu çalışma, sanayi ve konutlarda kullanılan doğalgaz ile elektrik tüketiminin istatistiksel olarak analiz edilmesi şeklindedir. Farklı analiz teknikleri ...
The main aim of this research was to reveal relationship between distress tolerance levels of university students according to different variables. The study sample consisted of 600 students in 2017-2018 academic years at Ataturk University in Erzurum, Turkey. In the study the “Distress Tolerance” Scale was conducted. It was developed by Simons et al. (2005) and its verification and validation in Turkish was conducted by Sargın et al (2012). SPSS 21 package program was used to analyze the data. In the analysis of data; frequency distribution was used in determination of demographic characteristics, the Independent Samples T test was used in examination of relationship between two independent variables and distress tolerance level, the one way ANOVA analysis test was used in examination of relationship between more than two variables and the distress tolerance levels. All these tests were analyzed in SPSS 21 package program and the significance was evaluated at p <0.05 level.According to the findings, it was determined that there was a significant difference between the students' distress tolerance levels and sports activity. It was observed that the students who were doing sports activities have higher distress tolerance level than those were not doing sportive activities. No significant difference was found between the distress tolerance level and gender, grade level and family structure.As a result of the fact that sports activities have a positive effect on the distress tolerance level, it is recommended that students be given opportunity to make different sports activities, by raising their awareness about the sports activity in order to increase the distress tolerance in learning process or the course of life However, it is also recommended to carry out studies to identify different variables that may have an impact on distress tolerance.
It was aimed to reveal whether there is a statistically significant relationship between the gender, age, sportive activity status and duration of the students studying at xxx University in the 2020-2021 academic year on their life skills levels. In this study descriptive survey method was used. A personal information form was used to obtain information about the demographic characteristics of 215 students, 71 male and 144 female and “Life Skills Scale” which was developed by Bolat and Balaman (2017) was used to determine the life skills levels, who participated in the study. Independent sample T test was used to determine the significant difference between two independent variables and life skills. Anowa Analysis of Variance techniques were used to determine the difference between more than two variables and life skills. Pearson correlation analysis was made to determine the relationship between Life Skills Scale and ages of students and duration of sports activities . Th results were evaluated according to the p<.05 significance level. It has been determined there is a significant difference in the sub-dimensions of coping with stress and emotions, empathy and self-awareness, decision making and problem solving about students gender and life skills scale according to the data obtained. It has been determined there is a significant difference in all sub-dimensions of the students' sportive activities and life skills scale. It has been determined there is a positive significant relationship in students' weekly sporting activity time and life skills scale on the sub-dimension of decision making and problem solving.
This study was conducted in order to investigate aggression levels of the university ice hockey players in the academic year of 2017-2018 according to different variables. The universe of the research consisted of university students and the sample of the research consisted of 91 students, 49 of whom were male and 42 were female, who participated to UNİLİG Ice Hockey Championship organized in Erzurum, Turkey on 22 February to 2 March 2018. The Buss-Perry aggression scale, which was adapted to Turkish by Madran (2013), was used to determine aggression levels of the students'. In the analysis of the data, frequency distribution was used to determine the demographic characteristics, the Independent Samples T test was used to examine the differentiation status between two independent variables and aggression, and the One Way Anova analysis tests were conducted to examine the differentiation status between more than two variables and aggression. All these tests were analyzed in SPSS 21 package program and the significance was evaluated at p<0,05 level. It was found that there was a significant difference between the students' sub-dimensions of aggression and gender, age, weekly training time, and purpose of playing ice hockey.In sub-dimensions of anger, physical and verbal aggression, it was found that the total score of the male students were higher than the female students. In the sub-dimension of verbal aggression, the total scores of the students younger than 20 years old were lower than the students in 21-24 years old and the students more than 25 years old. In the sub-dimension of verbal aggression, the total scores of students doing 3-5 hours weekly training were lower than the students doing training more than 6 hours a week. In the sub-dimension of physical aggression, the total scores of the students doing sports with purpose of financial benefit were higher than the students doing sports with purpose of social activity and being healthy.In ice hockey, which is a sport where the aggression employs a lot of role and has a direct impact on success, players are advised to take various trainings such as anger control to prevent their aggressive behaviors.
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