scholarly journals Physical Education, Art and Music Pre-Service Teachers' Life Satisfaction and Automatic Negative Thought Perception

2021 ◽  
Vol 17 (6) ◽  
pp. 246-258
Author(s):  
Mergül Çolak ◽  
◽  
Ülviye Bilgin ◽  
Keyword(s):  
Life Satisfaction ◽  
Physical Education ◽  
Negative Thought

scholarly journals Acoso escolar, necesidades psicológicas básicas, responsabilidad y satisfacción con la vida: relaciones y perfiles en adolescentes

2021 ◽  
Vol 37 (1) ◽  
pp. 133-141
Author(s):  
José Ignacio Menéndez Santurio ◽  
Javier Fernández-Río ◽  
José Antonio Cecchini Estrada ◽  
Sixto González-Víllora
Keyword(s):  
Life Satisfaction ◽  
Physical Education ◽  
Social Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Low Levels ◽  
Personal And Social Responsibility ◽  
Para Determinar ◽  
Central South ◽  
Basic Psychological Needs Satisfaction

El objetivo fue evaluar las interacciones entre el acoso escolar, las necesidades psicológicas básicas, la responsabilidad y la satisfacción con la vida de los adolescentes. 1785 estudiantes de Educación Secundaria y Bachillerato, con edades comprendidas entre los 12 y los 17 años de edad (M = 14.44, DT = 1.50), de 16 centros educativos de tres zonas de España: Asturias, León, Cuenca y Albacete, accedieron a participar. 590 contestaron cuestionarios referidos a la asignatura de Matemáticas, 596 a la de Lengua Española y Literatura y 599 a la de Educación Física. Para determinar los perfiles en función de las seis dimensiones de la dicotomía frustración-satisfacción de las necesidades psicológicas básicas se realizó un Análisis de Perfiles Latentes –LPA– utilizando el programa Mplus 7.11 Los resultados mostraron cinco perfiles de estudiantes: uno adaptativo (clase 3) con niveles altos de satisfacción de las necesidades psicológicas básicas y bajos de frustración de las mismas, además de los niveles más altos de Satisfacción con la vida, Responsabilidad personal y social y los más bajos de Victimización y Agresión, y otros cuatro perfiles más desadaptativos. Por lo tanto, la satisfacción de estas necesidades debe ser promovida desde la escuela para prevenir y/o mitigar problemas de acoso escolar. The goal was to assess the interactions between bullying and adolescents’ basic psychological needs, responsibility and life satisfaction. 1785 students from secondary education (year eight, n = 404; year nine, n = 390; year 10, n = 364; year 11, n = 376), and Baccalaureate (year 12, n = 251), from 16 schools located in three different areas of Spain: north (Asturias), central-north (León), and central-south (Cuenca y Albacete) agreed to participate. 590 answered the questionnaire used referring to Math, 596 to Literature and 599 to Physical Education. Results showed five profiles: one adaptive (class three) with high levels of basic psychological needs satisfaction, low levels of basic needs frustration, and high levels of life satisfaction, personal and social responsibility, and the lowest levels of victimization and aggression, and four other less adaptive profiles. Therefore, the satisfaction of these needs must be promoted in the schools to prevent and/or mitigate bullying problems.

scholarly journals Comparison of Emotional Intelligence Levels of Students Studying in Summer School of Physical Education and Sports with Their Life Satisfaction

2019 ◽  
Vol 7 (3) ◽  
pp. 222
Author(s):  
Nahit Özdayi ◽  
Ali Serdar Yücel ◽  
Mehmet Burak Demir
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Physical Education ◽  
Summer School ◽  
Satisfaction With Life ◽  
Reliability And Validity ◽  
Satisfaction With Life Scale ◽  
Satisfaction Scale ◽  
High Level ◽  
Emotional Intelligence Inventory

The purpose of this study is to compare emotional intelligence levels of students studying in 2017-2018 summer school of Balıkesir University School of Physical Education and Sports with their life satisfaction by some demographic characteristics. This is a descriptive study. The research population is composed of 865 students studying in 2017-2018 summer school of Balıkesir University School of Physical Education and Sports and the sample is composed of randomly selected 292 students. In the study, “Emotional Intelligence Inventory in Sports” developed by Shutte et al. (1998), revised and adapted by Lane et al. (2009) for use in sports with Turkish reliability and validity performed by Adiloğulları and Görgülü (2015) and 5-point Likert type scale “The Satisfaction with Life Scale (SWLS)” developed by Diener et al. (1985) with the purpose of determining the life satisfaction of people and adapted into Turkish by Durak et al. (2010) were used. General reliability value of emotional intelligence scale was found as α=0.927 and the same value of life satisfaction scale was determined as α=0.819, indicating a high level of reliability. Anova, Kruskal Wallis test, Jonckheere-Terpstra test were used in data analysis. All analyses were conducted with SPSS v17.0 (SPSS Science, Chicago, IL, USA).In conclusion, it has been determined that emotional intelligence levels of the participants differ by the variable of age in the dimension of use of emotions, by the variable of department in the dimensions of evaluation of one’s own feelings and social skills and there is a difference by the variable of age regarding life satisfaction. It has also been established that there isn’t any relation between the emotional intelligence levels and life satisfaction of individuals.

scholarly journals The Relationship Between Life Satisfaction of the School of Physical Education and Sports Students and Their Levels of Sports Engagement

2021 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Hande İnan ◽  
Mine Koç
Keyword(s):  
Life Satisfaction ◽  
Academic Success ◽  
Physical Education ◽  
University Students ◽  
Satisfaction With Life ◽  
Personal Information ◽  
Grade Point Averages ◽  
Satisfaction With Life Scale ◽  
School Students ◽  
Grade Point

This study aims to investigate the correlations between the life satisfaction of students of study sport sciences and their levels of sports engagement according to a number of variables. The study group was composed of 116 undergraduate students attending the School of Physical Education and Sport of Adıyaman University.The participants were administered “Sports Engagement Scale (SES)” and “Satisfaction with Life Scale (SWLS)” in addition to a personal information form prepared by the researcher. The data collected were analysed on SPSS statistics programme and 0.01-0.05 significance level was accepted for the statistical validity of the data.Weak and positive correlations were found between physical education and sport school students’ life satisfaction with life and their sports engagement. In addition to that, weak and negative correlations were found between the participants’ grade point averages and their scores of sports engagement. The female students’ grade point averages were significantly higher than the male students’.In conclusion, university students’ sports engagement results in more satisfaction with life. The increase in sports engagement and life satisfaction of university students causes a decrease in their academic success.

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