Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2022, Vol. 17(3) 125-139

The Relationship Between the Levels of Social Support That Middle and High School Students Receive during the Physical Activities and Their Happiness

Adem Kaya, Hüseyin Fatih Küçükibiş & Burhan Özkurt

pp. 125 - 139   |  DOI: https://doi.org/10.29329/epasr.2022.461.6

Publish Date: September 01, 2022  |   Single/Total View: 164/529   |   Single/Total Download: 265/767

PDF Download

Abstract

This study aims to examine the relationship between the middle and high school students' perceptions of social support they receive from their parents and peers during the physical activities and their happiness. Middle and high school students voluntarily participated in this research. 460 forms were obtained from the participants and accepted as data. The obtained data from middle and high school students were grouped, and the differences and relationships were analyzed. In the study, it was determined that the social support levels of middle school students for physical activities from their peers and parents were higher than that of high school students. Moreover, it was concluded that as the level of received social support by students from their peers and parents for physical activities increased, their happiness levels also increased.

Keywords: Physical Activity, Social Support, Happiness, Peer, Parents

How to Cite this Article?

APA 7th edition
Kaya, A., Kucukibis, H.F., & Ozkurt, B. (2022). The Relationship Between the Levels of Social Support That Middle and High School Students Receive during the Physical Activities and Their Happiness. Educational Policy Analysis and Strategic Research, 17(3), 125-139. https://doi.org/10.29329/epasr.2022.461.6

Harvard
Kaya, A., Kucukibis, H. and Ozkurt, B. (2022). The Relationship Between the Levels of Social Support That Middle and High School Students Receive during the Physical Activities and Their Happiness. Educational Policy Analysis and Strategic Research, 17(3), pp. 125-139.

Chicago 16th edition
Kaya, Adem, Huseyin Fatih Kucukibis and Burhan Ozkurt (2022). "The Relationship Between the Levels of Social Support That Middle and High School Students Receive during the Physical Activities and Their Happiness". Educational Policy Analysis and Strategic Research 17 (3):125-139. https://doi.org/10.29329/epasr.2022.461.6

References
  1. Akın, Y. D., & Ceyhan, E. (2005). Resmi ve özel genel lise öğrencilerinin ailelerinden, arkadaşlarından ve öğretmenlerinden algıladıkları sosyal destek düzeyleri açısından kendini kabul düzeylerinin incelenmesi. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 5(2), 69 - 87. [Google Scholar]
  2. Aksoy, E., Özcan, G., & Çoknaz, H. (2018). Ortaöğretim kurumlarında okul sporlarına katılan öğrencilerin algılanan sosyal destek düzeyleri. Journal Of International Social Research, 11(60). [Google Scholar]
  3. Alfalah, A. A., & Alganem, S. A. (2020). The impact of construal level on happiness, hope, optimism, life satisfaction, and love of life: A longitudinal and experimental study. Australian Journal of Psychology, 72(4), 359-367. [Google Scholar]
  4. Altunışık, R., Coşkun, R., Bayraktaroğlu, S., Yıldırım, E. (2012). Sosyal bilimlerde araştırma yöntemleri: SPSS uygulamalı. Sakarya Kitabevi: Sakarya. [Google Scholar]
  5. Anderssen, N., & Wold, B. (1992). Parental and peer influences on leisure-time physical activity in young adolescents. Research quarterly for exercise and sport, 63(4), 341-348. [Google Scholar]
  6. Arslan, G. (2018). Social exclusion, social support and psychological wellbeing at school: A study of mediation and moderation effect. Child indicators research, 11(3), 897-918. [Google Scholar]
  7. Avcı, M. (2010). Ergenlikte Toplumsal Uyum Sorunları. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (1), 39-63. Retrieved from https://dergipark.org.tr/tr/pub/ataunisosbil/issue/2817/37925 [Google Scholar]
  8. Aydın, A., Kahraman, N., & Hiçdurmaz, D. (2017). Hemşirelik öğrencilerinin algılanan sosyal destek ve psikolojik iyi olma düzeylerinin belirlenmesi. Psikiyatri Hemşireliği Dergisi, 8(1), 40-47. [Google Scholar]
  9. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497. [Google Scholar]
  10. Başar, S. (2018). Düzenli egzersizin depresyon, mutluluk ve psikolojik iyi oluş üzerine etkisi. İnönü Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 5 (3), 25-34. [Google Scholar]
  11. Beets, M. W., Rooney, L., Tilley, F., Beighle, A., & Webster, C. (2010). Evaluation of policies to promote physical activity in afterschool programs: Are we meeting current benchmarks? Preventive medicine, 51(3-4), 299-301. [Google Scholar]
  12. Beets, M. W., Vogel, R., Forlaw, L., Pitetti, K. H., & Cardinal, B. J. (2006). Social support and youth physical activity: the role of provider and type. American Journal of Health Behavior, 30(3), 278-289. [Google Scholar]
  13. Bingol, E., & Bingol, D. Y. (2020). Examination of goal commitment and subjective happiness levels of the students studying at the faculty of sport sciences according to gender, active sport participation and sports type variables. Asian Journal of Education and Training, 6(3), 493-498. [Google Scholar]
  14. Boyacı, M. (2019). Üniversite öğrencilerinin iyi oluş düzeylerinin perma modeline göre yordanması: Sosyal destek ve pozitifliğin rolü. Medeniyet Eğitim Araştırmaları Dergisi, 3(2), 109-116. [Google Scholar]
  15. Bugental DB, Goodnow JJ (1998) Socialization processes. Handbook of Child Psychology: Vol 3. Social, Emotional, and Personality Development, Damon W (Series Ed) ve Eisenberg N. (Vol. Ed.) (5th ed). Wiley, New York, s: 389-462 [Google Scholar]
  16. Büyüköztürk, Ş. (2016). Sosyal Bilimler için veri analizi el kitabı. (22. Baskı), Pegem Akademi: Ankara. [Google Scholar]
  17. Cenkseven, F., & Akbaş, T. (2007). Üniversite öğrencilerinde öznel ve psikolojik iyi olmanın yordayıcılarının incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(27), 43-65. [Google Scholar]
  18. Chu PS, Saucier DA, & Hafner E (2010) Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology 29(6): 624-45. [Google Scholar]
  19. Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic medicine. [Google Scholar]
  20. Çankaya, Z. C., & Meydan, B. (2018). Ergenlik döneminde mutluluk ve umut. Electronic Journal of Social Sciences, 17(65). [Google Scholar]
  21. Çeçen, A. (2008). Öğrencilerinin cinsiyetlerine ve anababa tutum algılarına göre yalnızlık ve sosyal destek düzeylerinin incelenmesi. Türk Eğitim Bilimleri Dergisi, 6 (3), 415-431. [Google Scholar]
  22. Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School psychology quarterly, 17(3), 213. [Google Scholar]
  23. Demirci, İ. & Ekşi. H. (2018). Keep calm and be happy: A mixed method study from character strengths to well-being. Educational Sciences: Theory & Practice 18(29) 303–354. http://dx.doi.org/10.12738/estp.2018.2.0799 [Google Scholar]
  24. Diener, E., & Oishi, S. (2005). The nonobvious social psychology of happiness. Psychological Inquiry, 16(4), 162-167. [Google Scholar]
  25. Diener, E., & Seligman, M. E. (2002). Very happy people. Psychological science, 13(1), 81-84. [Google Scholar]
  26. Di̇nç, N, Güzel, P, Özbey, S. (2018). Rekreasyonel fiziksel aktiviteler ile yaşam kalitesi arasındaki ilişki. Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 5 (4), 181-186. [Google Scholar]
  27. Doğan, T, Sapmaz, F. (2012). Kişiler arası ilişki tarzları ve öznel iyi oluş. Türk Eğitim Bilimleri Dergisi, 10 (3), 585-602. [Google Scholar]
  28. Dost, M. T. (2006). Subjective well-being among university students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(31), 188-197. [Google Scholar]
  29. Dowda, M., Dishman, R. K., Pfeiffer, K. A., & Pate, R. R. (2007). Family support for physical activity in girls from 8th to 12th grade in South Carolina. Preventive medicine, 44(2), 153-159. [Google Scholar]
  30. Duncan, S. C., Duncan, T. E., & Strycker, L. A. (2005). Sources and types of social support in youth physical activity. Health psychology, 24(1), 3. [Google Scholar]
  31. Edwards, L. M., & Lopez, S. J. (2006). Perceived family support, acculturation, and life satisfaction in mexican american youth: A mixed-methods exploration. Journal of counseling psychology, 53(3), 279. [Google Scholar]
  32. Farias Júnior, J. C. D., Mendonça, G., Florindo, A. A., & Barros, M. V. G. D. (2014). Reliability and validity of a physical activity social support assessment scale in adolescents-ASAFA scale. Revista Brasileira de Epidemiologia, 17, 355-370 [Google Scholar]
  33. Frenn, M., Malin, S., Villarruel, A. M., Slaikeu, K., McCarthy, S., Freeman, J., & Nee, E. (2005). Determinants of physical activity and low‐fat diet among low income african american and hispanic middle school students. Public Health Nursing, 22(2), 89-97. [Google Scholar]
  34. Gallagher, E. N., & Vella-Brodrick, D. A. (2008). Social support and emotional intelligence as predictors of subjective well-being. Personality and individual differences, 44(7), 1551-1561. [Google Scholar]
  35. Garcia, A. W., Pender, N. J., Antonakos, C. L., & Ronis, D. L. (1998). Changes in physical activity beliefs and behaviors of boys and girls across the transition to junior high school. Journal of adolescent health, 22(5), 394-402. [Google Scholar]
  36. George, D., Mallery, M. (2003). Using SPSS for windows step by step: A simple guide and reference. (4th Edition), Allyn & Bacon: Boston. [Google Scholar]
  37. Gündoğan, S, Sargın, N. (2018). Ortaöğretim öğrencilerinin saldırganlık düzeylerinin, algılanan sosyal destek ve öznel iyi oluş açısından incelenmesi. The Journal of International Lingual Social and Educational Sciences, 4 (2), 288-295. [Google Scholar]
  38. Henriksen, P. W., Ingholt, L., Rasmussen, M., & Holstein, B. E. (2016). Physical activity among adolescents: The role of various kinds of parental support. Scandinavian journal of medicine & science in sports, 26(8), 927-932. [Google Scholar]
  39. Higgins, J. W., Gaul, C., Gibbons, S., & Van Gyn, G. (2003). Factors influencing physical activity levels among Canadian youth. Canadian Journal of Public Health, 94(1), 45-51. [Google Scholar]
  40. Hong, J. S., Espelage, D. L., & Sterzing, P. R. (2017). Understanding the antecedents of adverse peer relationships among early adolescents in the United States: An ecological systems analysis. Youth & Society, 49(8), 999-1022, doi. 10.1177/0044118X15569215. [Google Scholar]
  41. Hsu, Y. W., Chou, C. P., Nguyen-Rodriguez, S. T., McClain, A. D., Belcher, B. R., & Spruijt-Metz, D. (2011). Influences of social support, perceived barriers, and negative meanings of physical activity on physical activity in middle school students. Journal of Physical Activity and Health, 8(2), 210-219. [Google Scholar]
  42. Huang, H., & Humphreys, B. R. (2012). Sports participation and happiness: Evidence from US microdata. Journal of Economic Psychology, 33(4), 776-793. [Google Scholar]
  43. Hünük, D., Özdemir, R. A., Yıldırım, G., & Aşçı, H. (2013). 6.-8. Sınıf öğrencilerinin fiziksel aktiviteye katılımında algıladıkları sosyal desteğin rolü. Eğitim ve Bilim, 38(170). [Google Scholar]
  44. İlhan, A., & Taşkın, C. (2019). Lise öğrencilerinin sosyal destek ile fiziksel aktivite düzeylerini arasındaki ilişkinin incelenmesi. Akademik Sosyal Araştırmalar Dergisi, Sayı: 98, s. 307-313 ISSN: 2148-2489 Doi Number: http://dx.doi.org/10. 29228/ASOS.36790 [Google Scholar]
  45. Jackson, Y., & Warren, J. S. (2000). Appraisal, social support, and life events: Predicting outcome behavior in school‐age children. Child development, 71(5), 1441-1457. [Google Scholar]
  46. Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Akademik Yayıncılık. [Google Scholar]
  47. Kasapoğlu, F., & Kış, A. (2016). Öznel iyi oluşun cinsiyet açısından incelenmesi: Bir Meta-Analiz Çalışması. Mersin University Journal of the Faculty of Education, 12(3). [Google Scholar]
  48. Katja, R., Päivi, Å. K., Marja‐Terttu, T., & Pekka, L. (2002). Relationships Among adolescent subjective well‐being, health behavior, and school satisfaction. Journal of School Health, 72(6), 243-249. [Google Scholar]
  49. Kemer, G. & Atik, K. (2005). Kırsal ve il merkezinde yaşayan lise öğrencilerinin umut düzeylerinin aileden algılanan sosyal destek düzeyine göre karşılaştırılması. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 21, 161-168. [Google Scholar]
  50. Kong, F., Yang, K., Yan, W., & Li, X. (2020). How does trait gratitude relate to subjective well-being in Chinese adolescents? The mediating role of resilience and social support. Journal of Happiness Studies, 1-12. [Google Scholar]
  51. Kuzucu, Y, Gülcü, M, Adalı, E, Özer, E. (2020). Ergenlerde Benlik Saygısı Ve Sosyal Desteğin Depresyon Semptomlarıyla İlişkisi: Yaşam Amaçlarının Aracılık Rolü. Sinop Üniversitesi Sosyal Bilimler Dergisi, 4 (1), 79-106. DOI: 10.30561/sinopusd.709716 [Google Scholar]
  52. Küçükibiş, H. F., & Eskiler, E. (2019). Fiziksel aktivitelerde sosyal destek ölçeği: Türkçeye uyarlama, geçerlilik ve güvenirlilik çalışması. Cumhuriyet Üniversitesi İktisadi ve İdari Bilimler Dergisi, 20(2), 117-127. [Google Scholar]
  53. Lepore, S. J., Evans, G. W. ve Schneider, M.K. (1991) Dynamic role of social support in the link between chronic stres and psychological distress. Journal of Personality and Social Psychology, 61, 899-909. [Google Scholar]
  54. Lim, S.A., You, S. & Ha, D. Parental emotional support and adolescent happiness: mediating roles of self-esteem and emotional ıntelligence. Applied Research Quality Life 10, 631–646 (2015 [Google Scholar]
  55. Mahon, N. E., Yarcheski, A., & Yarcheski, T. J. (2005). Happiness as related to gender and health in early adolescents. Clinical nursing research, 14(2), 175-190. [Google Scholar]
  56. Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375–395 [Google Scholar]
  57. Malkoç, A. & Yalçın, İ. (2015). Relationships among Resilience, Social Support, Coping, and Psychological Well-Being among University Studentss. Turkish Psychological Counseling and Guidance Journal, 5(43). [Google Scholar]
  58. Mendonça, G., & Farias Júnior, J. C. D. (2015). Physical activity and social support in adolescents: analysis of different types and sources of social support. Journal of Sports Sciences, 33(18), 1942-1951 [Google Scholar]
  59. Öztürk, A. (2015). Öğretmenlerin sahip oldukları yaşam amaçları ve sosyal desteğin öznel iyi oluş üzerindeki yordayıcı rolü. Uluslararası Türk Eğitim Bilimleri Dergisi, (5), 338-347. [Google Scholar]
  60. Pehlevan, Z, & Bal, S. (2018). 13-15 yaş grubu çocuklarda spora katılımın akran ilişkileri ve sosyal destek alma üzerine etkisi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 23 (4), 191-203. [Google Scholar]
  61. Prochaska, J. J., Rodgers, M. W., & Sallis, J. F. (2002). Association of parent and peer support with adolescent physical activity. Research quarterly for exercise and sport, 73(2), 206-210. [Google Scholar]
  62. Raudsepp, L. (2006). The relationship between socio‐economic status, parental support and adolescent physical activity. Acta Paediatrica, 95(1), 93-98. [Google Scholar]
  63. Ramazanoğlu, F., Karahüseyinoğlu, M., Demirel, E., Ramazanoğlu, M. ve Altungül, O. (2005). Sporun toplumsal boyutlarının değerlendirilmesi. Fırat Üniversitesi Doğu Anadolu Bölgesi Araştırmaları Dergisi, 3(3), 153-157. [Google Scholar]
  64. Ricardo, L. I. C., Rombaldi, A., Otte, J., Perez, A., & Azevedo, M. (2013). Association between social support and leisure-time physical activity among high school students. Revista Brasileira de Atividade Física & Saúde, 18(2), 168-168. [Google Scholar]
  65. Richards, J., Jiang, X., Kelly, P., Chau, J., Bauman, A., & Ding, D. (2015). Don't worry, be happy: cross-sectional associations between physical activity and happiness in 15 European countries. BMC public health, 15(1), 53. [Google Scholar]
  66. Salvy, S. J., Roemmich, J. N., Bowker, J. C., Romero, N. D., Stadler, P. J., & Epstein, L. H. (2009). Effect of peers and friends on youth physical activity and motivation to be physically active. Journal of pediatric psychology, 34(2), 217-225. [Google Scholar]
  67. Saygın Y, Arslan C (2009) Üniversite öğrencilerinin sosyal destek, benlik saygısı ve öznel iyi oluş düzeylerinin incelenmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi 28: 207-22. [Google Scholar]
  68. Schnittker, J. (2008). Happiness and success: Genes, families, and the psychological effects of socioeconomic position and social support. American Journal of Sociology, 114(S1), S233-S259. [Google Scholar]
  69. Sezer, F. (2011). Investigation of secondary school students' subjective well-being in terms of some variables. National Education Journal, 41(192), 74-85. [Google Scholar]
  70. Siedlecki, K. L., Salthouse, T. A., Oishi, S., & Jeswani, S. (2014). The relationship between social support and subjective well-being across age. Social indicators research, 117(2), 561-576. [Google Scholar]
  71. Traş, Z. & Arslan, E. (2013). Ergenlerde Sosyal Yetkinliğin, Algılanan Sosyal Destek Açısından İncelenmesi. Ilkogretim Online, 12(4), 1133–1140. [Google Scholar]
  72. Turgut, Ö. & Çapan, B. E. (2017). Ergen psikolojik sağlamlık düzeyinin yordayıcıları: Algılanan sosyal destek ve okul bağlılığı. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (44), 162-183. [Google Scholar]
  73. Voorhees, C. C., Murray, D., Welk, G., Birnbaum, A., Ribisl, K. M., Johnson, C. C., ... & Jobe, J. B. (2005). The role of peer social network factors and physical activity in adolescent girls. American journal of health behavior, 29(2), 183-190. [Google Scholar]
  74. Yalçın, İ. (2015). İyi oluş ve sosyal destek arasındaki ilişkiler: Türkiye'de yapılmış çalışmaların meta analizi. Türk Psikiyatri Dergisi, 26(1), 21 - 32. [Google Scholar]
  75. Yaycı, L. (2016). Lise öğrencilerinde aileden algılanan sosyal destek ile denetim odağı arasındaki i̇lişkinin i̇ncelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 829-843. [Google Scholar]
  76. Yıldırım, İ. (1997). Algılanan sosyal destek ölçeğinin geliştirilmesi, güvenirliği ve geçerliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 13(13). [Google Scholar]
  77. Yıldırım, M, Bayrak, C. (2019). Üniversite Öğrencilerinin Spora Dayalı Fiziksel Aktivitelere Katılımları ve Yaşam Kalitelerinin Akademik Başarı ve Sosyalleşme Üzerine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34 (1), 123-144. [Google Scholar]
  78. Yörükoğlu, A. (2012). Gençlik Çağı Ruh Sağlığı ve Ruhsal Sorunlar.14.basım: Özgür Yayınevi. İstanbul. [Google Scholar]
  79. Wu, D. W. & Lıu, H. Y. (2005). Research of Relationship between Subjective Feelings of Happiness and Social Support of College Students [J]. Journal of Hebei University of Science and Technology (Social Sciences), 3. [Google Scholar]
Meta
Vol. 17 (3)
Download
Metric
History
Related

Volume 17 Issue 3

September 2022

All Manuscript

Educational Policy Analysis and Strategic Research

Copyright © 2025 Educational Policy Analysis and Strategic Research.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.