The Relationship between Happiness and Educational Stress: The Role of Leisure Participation

Year 2025, Volume: 13 Issue: 25, 106 - 132

Cemal Yalçın , Erdoğan Ekinci , Bülent Gürbüz

Abstract

In this study, it was aimed to compare the happiness and educational stress levels of students with different independent variables and to test the predictive power of educational stress on happiness. The study group of the research consisted of 525 secondary school students. In the study, “Educational Stress Scale (ESS)” and “School Children's Happiness Inventory (SCHI)” were used. MANOVA, Pearson correlation and regression analysis methods were preferred in data analysis. It was determined that the mean scores of ''ESS'' and ''SCHI'' differed statistically significantly according to gender, preference for participation in recreational activities and participation in physical activity. In addition, educational stress was found to be a significant predictor of happiness. As a result, an increase in the level of educational stress is associated with an increase in negative subjective well-being, while active participation in recreational activities among students enhances positive subjective well-being, and passive participation increases negative subjective well-being.

Keywords

Educational stress, happiness, leisure, recreation, active participation

Ethical Statement

Etik Kurul Belgesi Etik Kurul Komisyon Adı: Ankara Üniversitesi Sağlık Bilimleri Etik Kurulu Etik Kurul Belge Tarihi ve Sayı No: 11/07/2023 ve 990459

Mutluluk ve Eğitim Stresi İlişkisi: Rekreasyonel Katılımın Rolü

Abstract

Bu araştırmada, öğrencilerin mutluluk ve eğitim stresi düzeylerinin farklı bağımsız değişkenlerle karşılaştırılması ve eğitim stresinin mutluluğu yordama gücünün test edilmesi amaçlanmıştır. Araştırmanın çalışma gurubunu, 525 ortaokul öğrencisi oluşturmaktadır. Araştırmada, “Eğitim Stresi Ölçeği-ESÖ” ve “Okul Çocuklarının Mutluluk Envanteri-OÇME” kullanılmıştır. Verilerin analizinde MANOVA, Pearson korelasyon ve regresyon analiz yöntemleri tercih edilmiştir. ‘‘ESÖ’’ ve ‘‘OÇME’’ ortalama puanlarının, cinsiyet, rekreasyonel aktivitelere katılım tercihi ve fiziksel aktiviteye katılım durumuna göre istatistiksel olarak anlamlı olarak farklılaştığı belirlenmiştir. Ayrıca, eğitim stresi, mutluluğun anlamlı bir yordayıcısı olduğu saptanmıştır. Sonuç olarak, eğitim stresi düzeyinin artması, olumsuz öznel iyi oluşu artırırken; öğrencilerin rekreasyonel aktivitelere aktif katılımı olumlu öznel iyi oluşu, pasif katılım ise olumsuz öznel iyi oluşu artırmaktadır.

Keywords

Eğitim stresi, mutluluk, serbest zaman, rekreasyon, aktif katılım

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