Publication: 6. - 8. Sınıf öğrencilerinin fiziksel aktiviteye katılımında algıladıkları sosyal desteğin rolü
Abstract
ylerine göre algıladıkları sosyal destek sağlayıcıları ve türlerini, farklı okul türü (özel- devlet) ve cinsiyetleri açısından nicel ve nitel araştırma yöntemlerini kullanarak incelemektir. Araştırmanın örneklemini bir devlet okulu ve bir özel okulda öğrenim gören 266 altıncn, 7. ve 8. sınıf öğrencisi oluşturmaktadır. Araştırma sonuçları, sosyal desteğin bireylerin fiziksel aktiviteye katılımında önemli bir etken olabileceğini göstermektedir. Bu yaş grubundaki bireylerin, ailelerine oranla arkadaşlarından daha çok destek aldıkları; fakat aileden, özellikle de anneden algılanan sosyal desteğin fiziksel aktiviteye birlikte katılım, fiziksel aktiviteye teşvik etme ve aktivitenin türünü seçmede belirleyici bir rol oynadığı görülmektedir. Özel okuldaki katılımcıların devlet okulundaki katılımcılara oranla fiziksel aktiviteye katılımda ailelerinden algıladıkları sosyal desteğin anlamlı olarak daha yüksek olduğu görülmüştür. Bununla birlikte, fiziksel aktivite düzeyi yüksek olan özellikle de kız öğrencilerin, annelerinden algıladıkları sosyal desteğin fiziksel aktiviteye katılımda anlamlı olarak farklılaştığı görülmektedir.
The purpose of this study was to investigate the role of perceived social support on 6th, 7th and 8th grade students’ physical activity levels with regard to gender and school type (private versus public). In this study, both qualitative and quantitative research methodologies were applied. The participants were 266 students from one public and one private school. It is found that perceived social support seems to be an important factor on students’ physical activity patterns. Participants reported that they received more social support from their peers when compared to their parents, wherein their mothers were the only significant social support provider. Results also revealed that students from the private school significantly received more social support from their family compared to students from the public school. Moreover, physically active students, especially girls, reported that they received more social support from their mothers.
The purpose of this study was to investigate the role of perceived social support on 6th, 7th and 8th grade students’ physical activity levels with regard to gender and school type (private versus public). In this study, both qualitative and quantitative research methodologies were applied. The participants were 266 students from one public and one private school. It is found that perceived social support seems to be an important factor on students’ physical activity patterns. Participants reported that they received more social support from their peers when compared to their parents, wherein their mothers were the only significant social support provider. Results also revealed that students from the private school significantly received more social support from their family compared to students from the public school. Moreover, physically active students, especially girls, reported that they received more social support from their mothers.