The purpose of this study is to determine the levels of career stress and academic motivation of the students in the departments of physical education and sports. 527 students who receive education in Physical Education and Sports Academies of Ahi Evran University, Erciyes University, Dumlupınar University and Çanakkale 18 Mart University participated in the study. In this study, personal information form, career stress scale and academic motivation scale were used as data collection tools. In the comparison of relevant data, range, frequency, t test, Anova test and simple regression analysis were performed. Besides, Confirmatory Factor Analysis (CFA) was performed in order to reveal the factor structures of academic motivation and career stress scales. As a result of statistical analyzes, significant difference was not seen at levels of academic motivation and career stress for all dimensions in terms of the gender and certified sportsmanship variables of the participants. However, significant difference was seen in the total scores of identified extrinsic motivation, extrinsic motivation extrinsic regulation, career uncertainty, job finding pressure and career stress in terms of grade variable. According to the results of the regression analyzes performed, negative significant correlation was detected between the academic motivation and career stress levels of participants.

Purpose of this study is to adapt Behavioral Regulation in Sports Questionaire  (BRSQ) which developed by Lonsdale, Hodge and Rose (2008) in Turkish and review psychometry properties. The scale consists of 24 items and 6 subdimension including intrinsic motivation, integrated regulation, identitied regulation, introjected regulation, external regulation and amotivation. Study group consists of total 681 student- athlete whom are licensed athletes and study at Physical Education and Sports College of Ahi Evran University, Erciyes University, Dumlupinar University and Çanakkale 18 Mart University. In order to determine psychometry properties of scale internal consistency, material and factor analysis and test- retest methods were applied. Cronbach alpha internal consistency coefficient of the measurement determined as follows; 0.790 for total points, 0.856 for intrinsic motivation subdimension, 0.838 for integrated regulation subdimension, 0.862 for identitied regulation subdimension, 0.740 for introjected regulation subdimension, 0.788 for external regulation subdimension and 0.800 for amotivation subdimension. In the analyzes performed, the data obtained from the exploratory and confirmatory factor analysis confirmed the 6-factor structure of the scale. In addition, scale-based analyzes yielded high test-retest scores. In this sense, it is considered that the scale is a valid and reliable measurement tool for the Turkish sample group.

The purpose of this study is to examine university students’ perceived social support level in recreational activity participation. 536 students who were selected from 3 different universities using convenience sampling participated in the study voluntarily. As data collection form; Perceived Social Support Scale (PSSS-R) and Preference Factors of Recreation Areas (PFRA) scale were used. For the analyses of the data; descriptive statistics, Independent Samples T Test used for two groups depending on the number of the variables and One Way ANOVA used for groups more than two were used. In order to find out which group demonstrated the difference found as a result of variance analyses, Tukey test -one of the multiple comparison tests- was used. In terms of recreational activity participation, the most effective factor in students’ average scores of perceived social support scale was peer support (2.690±0.372) while the least effective factor was teacher support (2.033±0.535). Total average score was found to be 2.441±0.274. The most effective factor in students’ average scores of Recreation Area Preference Agents Scale was sporting diversity (4.448±0.776) and staff (4.128±0.681) and these factors were followed by physical facilities (3.736±0.562), location (3.185±0.647) and activity diversity (3.074±0.586); respectively. Besides, there were significant differences in perceived social support levels of the study group in terms of gender and accommodation variables. It was concluded that the highest support for students’ recreational activity participation came from their peers while the lowest support was obtained from teachers. It may be argued that students staying at public dormitories used recreational areas built by municipalities more than other students. It was identified that criterion that all the student groups put the biggest emphasis on while preferring recreation areas was sporting diversity offered by the recreation areas.

The aim of this research is to analyse the relationship between body perceptions and social appearance anxiety of the students that are in physical education and sports departments. 240 students that are studying in the departments of Physical Education and Sports Teaching, Sports Management and Coaching Training at Ahi Evran University, School of Physical Education and Sports, participated in the research. Personal information form, body perception scale and social appearance anxiety scale were used as data collection tools in the research. Distribution, frequency, t test and colleration analysis were performed in comparison of the relevant data. As a result of statistical analysis, there was no significant difference in body perception scores of the participants in terms of gender, smoking and alcohol use, but there was a significant difference in terms of licensed athletic variances. In the colleration analysis, significant negative relation between the participants' body perceptions and social anxiety scores were detected.

Abstract