Spora Bağlığın Düzenli Ders Çalışma Üzerindeki Etkisi: Sporcu Ruh Sağlığı Sürekliliğinin Aracı Rolü

Year 2025, Volume: 27 Issue: 3, 238 - 251, 25.09.2025

Muhammed Talha Han

https://doi.org/10.62425/rses.1679329

Abstract

Bu araştırma, spora bağlılık düzeylerinin düzenli ders çalışma davranışları üzerindeki etkisini ve bu etkide sporcu ruh sağlığı sürekliliğinin aracılık rolünü incelemektedir. Araştırma 394 gönüllü sporcunun katılımıyla gerçekleştirilmiştir ve Hipotezler, Hayes'in (2022) Model 4 aracılığıyla test edilmiştir. Yapısal eşitlik modellemesi için analizler, IBM SPSS Statistics ve uzantıları olan AMOS ile PROCESS yazılımları kullanılarak yapılmış ve analizler Bootstrap tekniğiyle test edilmiştir. Sonuçlar, spora bağlılığın ruh sağlığı sürekliliği üzerinde anlamlı bir etkisi olduğunu (a1 = 0,3918, p < 0,01) ve ruh sağlığı sürekliliğinin düzenli ders çalışma üzerinde pozitif bir etkisi bulunduğunu (b1 = 0,0807, p < 0,01) göstermektedir. Ayrıca, spora bağlılığın doğrudan etkisi de anlamlıdır (c’ = 0,0830, p < 0,01), ancak bu etki, ruh sağlığı sürekliliği aracılığıyla daha güçlü bir şekilde şekillenmektedir. Birleşik etkiler de anlamlıdır (spora bağlılık: b = 0,0807, p = 0,0002; ruh sağlığı sürekliliği: b = 0,0830, p = 0,0001). Ayrıca, spora bağlılık ile düzenli ders çalışma arasındaki dolaylı etki (b = 0,0325; SE = 0,0106; BootCI = [0,0142 – 0,0559], p < 0,01) ruh sağlığı sürekliliğinin aracılık rolünü ortaya koymaktadır. Sonuçlar, spora bağlılık, ruh sağlığı sürekliliği ve düzenli ders çalışma arasındaki güçlü etkileşim olduğunu vurgulamaktadır. Bu doğrultuda, üniversitelerde sporcu öğrencilerin ruh sağlığını destekleyen programların geliştirilmesi akademik başarılarını artırmada etkili olabilir.

Keywords

Sporda Psikosoyal , Spora bağlılık , Ruh sağlığı sürekliliği , Düzenli ders çalışma , Aracılık etkisi

The Effect of Sports Commitment on Regular Studying: The Mediating Role of Athlete Mental Health Continuity

Abstract

This research examines the effect of sports commitment levels on regular study behaviors and the mediating role of athlete mental health continuity in this effect. The research was conducted with the participation of 394 volunteer athletes and the Hypotheses were tested through Model 4 of Hayes (2022). Analyses for structural equation modeling were performed using IBM SPSS Statistics and its extensions AMOS and PROCESS software, and the analyses were tested using the Bootstrap technique. The results show that sports commitment has a significant effect on mental health continuity (a1 = 0.3918, p < 0.01) and that mental health continuity has a positive effect on regular studying (b1 = 0.0807, p < 0.01). In addition, the direct effect of sports commitment is also significant (c’ = 0.0830, p < 0.01), but this effect is more strongly mediated through the mental health continuity. The combined effects were also significant (sports commitment: b = 0.0807, p = 0.0002; mental health continuity: b = 0.0830, p = 0.0001). In addition, the indirect effect between sports commitment and regular studying (b = 0.0325; SE = 0.0106; BootCI = [0.0142 – 0.0559], p < 0.01) revealed the mediating role of mental health continuity. The results highlight the strong interaction between sports commitment, mental health continuity, and regular study. In this context, developing programs that support the mental health of student athletes in universities may be effective in increasing their academic success.

Keywords

Psychosocial in sports , Sports commitment , Mental health continuity , Regular study , Mediating effect

Thanks

Çalışmama gönüllü olarak katılım sağlayarak sürece değerli katkılarda bulunan öğrencilerime, bilime sundukları destek için teşekkür ederim.

References

• Alvarez, M. S., Balaguer, I., Castillo, I., & Duda, J. L. (2009). Coach autonomy support and quality of the sport engagement scale: An adaptation of the Utrecht Work Engagement Scale (UWES) for the sports environment sport engagement in young soccer players. The Spanish Journal of Psychology, 12(1), 138–148. https://doi.org/10.1017/S1138741600001554
• Aykora, E., & Uğraş, S. (2020). Investigation of the relationship between attitude against extracurricular sport activities and levels of attachment to school of high school students with structural equation model. International Journal of Eurasian Education and Culture, 9, 561–592. Access
• Baba, H., & Güçlü, M. (2015). The effect of the kinesthetic intelligence, the emotional intelligence and interior-exterior control college of the students in physical education and sport academy to their academic achievement. The Online Journal of Recreation and Sport, 4(1). Access
• Bär, K. J., & Markser, V. Z. (2013). Sport specificity of mental disorders: The issue of sport psychiatry. European Archives of Psychiatry and Clinical Neuroscience, 263, 205–210. https://doi.org/10.1007/s00406-013-0458-4
• Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
• Bozanoğlu, İ. (2004). Akademik güdülenme ölçeği: Geliştirmesi, geçerliği, güvenirliği. Ankara University Journal of Faculty of Educational Sciences (JFES), 37(2), 83–98. https://doi.org/10.1501/Egifak_0000000094
• Burrows, R., Correa-Burrows, P., Orellana, Y., Almagiá, A., Lizana, P., & Ivanovic, D. (2014). Planlanmış fiziksel aktivite, Şilili okul çağındaki çocuklarda daha iyi akademik performansla ilişkilidir. Fiziksel Aktivite ve Sağlık Dergisi, 11(8), 1600–1606. https://doi.org/10.1123/jpah.2013-0125
• Byrne, B. M. (2016). Structural equation modeling with AMOS. New York: Routledge.
• Christensen, L. B., Johnson, B., & Turner, L. A. (2014). Research methods, design, and analysis. Global Edition.
• Cihan, B. B., Ilgar, E. A., & Sırgancı, G. (2019). Spora Bağlılık Ölçeğinin geçerlik ve güvenirlik çalışması. Gençlik Araştırmaları Dergisi, 7(17), 171–191. Access
• Cotman, C. W., & Berchtold, N. C. (2002). Exercise: A behavioral intervention to enhance brain health and plasticity. Trends in Neurosciences, 25(6), 295–301. https://doi.org/10.1016/S0166-2236(02)02143-4
• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage.
• Currier, D., Lindner, R., Spittal, M. J., Cvetkovski, S., Pirkis, J., & English, D. R. (2020). Physical activity and depression in men: Increased activity duration and intensity associated with lower likelihood of current depression. Journal of Affective Disorders, 260, 426–431. https://doi.org/10.1016/j.jad.2019.09.061
• Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi (Yayınlanmamış yüksek lisans tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü.
• De Subijana, C. L., Barriopedro, M., & Conde, E. (2015). Supporting dual career in Spain: Elite athletes' barriers to study. Psychology of Sport and Exercise, 21, 57–64. https://doi.org/10.1016/j.psychsport.2015.04.012
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
• DeFreese, J. D., & Smith, A. L. (2013). Areas of worklife and the athlete burnout-engagement relationship. Journal of Applied Sport Psychology, 25(2), 180–196. https://doi.org/10.1080/10413200.2012.705414
• Ekeland, E., Heian, F., Hagen, K., & Coren, E. (2005). Can exercise improve self-esteem in children and young people? A systematic review of randomised controlled trials. British Journal of Sports Medicine, 39(11), 792–798. https://doi.org/10.1136/bjsm.2004.017707
• Eliöz, M., Çebi, M., & İslamoğlu, İ. (2018). Takım ve bireysel sporcuların uyku kalitelerinin incelenmesi. Electronic Turkish Studies, 13(26). https://doi.org/10.7827/TurkishStudies.14410
• Engin Demir, C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29(1), 17–29. https://doi.org/10.1016/j.ijedudev.2008.03.003
• Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
• Fox, C. K., Barr‐Anderson, D., Neumark‐Sztainer, D., & Wall, M. (2010). Physical activity and sports team participation: Associations with academic outcomes in middle school and high school students. Journal of School Health, 80(1), 31–37. https://doi.org/10.1111/j.1746-1561.2009.00454.x
• George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
• Gonzalez-Hernandez, J., López-Mora, C., Portolés-Ariño, A., Muñoz-Villena, A. J., & Mendoza-Díaz, Y. (2017). Psychological well-being, personality and physical activity. One lifestyle for the adult life. Acción Psicológica, 14(1), 65–78. https://doi.org/10.5944/ap.14.1.19262
• Guillén, F., & Martínez-Alvarado, J. R. (2014). The sport engagement scale: An adaptation of the Utrecht Work Engagement Scale (UWES) for the sports environment. Universitas Psychologica, 13(3), 975–984. https://doi.org/10.11144/Javeriana.UPSY13-3.sesa
• Gülünay, Y. I., & Savaş, S. (2019). An investigation of the relationship between university prep class students' intelligence types and their success of foreign language learning. World Journal of Education, 9(4), 97–102. https://doi.org/10.5430/wje.v9n4p97
• Gülünay, Y. I., & Savaş, S. (2022). An investigation of the effects of intelligence type and physical activity participation level on foreign language learning achievement in university preparatory class students. International Online Journal of Education and Teaching, 9(1), 69–84.
• Gürbüz, S. (2021). Sosyal bilimlerde aracı, düzenleyici ve durumsal etki analizleri. Ankara: Seçkin Yayıncılık.
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Harlow: Pearson.
• Han, M. T., & Polat, E. (2022). Kış sporları ile ilgilenen sporcuların spora bağlılık ve yaşam doyumu arasındaki ilişkilerin incelenmesi. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 20(3), 80–91. https://doi.org/10.33689/spormetre.1079970
• Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications.
• Hayes, A. F., & Rockwood, N. J. (2017). Regression-based statistical mediation and moderation analysis in clinical research: Observations, recommendations, and implementation. Behaviour Research and Therapy, 98, 39–57. https://doi.org/10.1016/j.brat.2016.11.001
• Huppert, F. A., & So, T. T. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indicators Research, 110, 837–861. https://doi.org/10.1007/s11205-011-9966-7
• Kan, E., & Ozan, M. (2025). The relationship between trait anger, psychological maladjustment, psychological resilience and loneliness levels of athletes and physically inactive individuals. Physical Education of Students, 29(1), 4–12. https://doi.org/10.15561/20755279.2025.0101
• Karasar, N. (2023). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Yayın Dağıtım.
• Kern, A., Heininger, W., Klueh, E., Salazar, S., Hansen, B., Meyer, T., & Eisenberg, D. (2017). Athletes connected: Results from a pilot project to address knowledge and attitudes about mental health among college student-athletes. Journal of Clinical Sport Psychology, 11(4), 324–336. https://doi.org/10.1123/JCSP.2016-0028
• Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121–140. https://doi.org/10.2307/2787065
• Küttel, A., Christensen, M. K., Zysko, J., & Hansen, J. (2020). A cross-cultural comparison of dual career environments for elite athletes in Switzerland, Denmark, and Poland. International Journal of Sport and Exercise Psychology, 18(4), 454–471. https://doi.org/10.1080/1612197X.2018.1553889
• Kwak, L., Kremers, S. P., Bergman, P., Ruiz, J. R., Rizzo, N. S., & Sjöström, M. (2009). Associations between physical activity, fitness, and academic achievement. The Journal of Pediatrics, 155(6), 914–918. https://doi.org/10.1016/j.jpeds.2009.06.019
• Lonsdale, C., Hodge, K., & Raedeke, T. D. (2007). Athlete engagement: I. A qualitative investigation of relevance and dimensions. International Journal of Sport Psychology, 451–470. Access
• Lundqvist, C. (2011). Well-being in competitive sports—The feel-good factor? A review of conceptual considerations of well-being. International Review of Sport and Exercise Psychology, 4(2), 109–127. https://doi.org/10.1080/1750984X.2011.584067
• MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99–128. https://doi.org/10.1207/s15327906mbr3901_4
• Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage.
• Minigh, J. L. (2007). Sports medicine. Bloomsbury Publishing USA.
• Mumcu, N., & Mumcu, H. E. (2019). Sporun stres ve mutluluk üzerine etkileri. Akademisyen Kitabevi.
• Nagla, E., & Kawther, K. (2014). The effect of recreational activities on emotional intelligence and psychological security level and their relationship to the level of academic achievement of the juvenile crime in the eastern region (Dammam) in Saudi Arabia. Ovidius University Annals, Series Physical Education and Sport/Science, Movement and Health, 14(2), 243–251.
• Nieuwenhuys, A., & Oudejans, R. R. (2012). Anxiety and perceptual-motor performance: Toward an integrated model of concepts, mechanisms, and processes. Psychological Research, 76, 747–759. https://doi.org/10.1007/s00426-011-0384-x
• Owen, K. B., Parker, P. D., Astell-Burt, T., & Lonsdale, C. (2018). Regular physical activity and educational outcomes in youth: A longitudinal study. Journal of Adolescent Health, 62(3), 334–340. https://doi.org/10.1016/j.jadohealth.2017.09.014
• Paluska, S. A., & Schwenk, T. L. (2000). Physical activity and mental health: Current concepts. Sports Medicine, 29(3), 167–180. https://doi.org/10.2165/00007256-200029030-00003
• Polat, E., & Sağ, S. (2024). Futbol taraftarlarında saldırganlığın nefret ve aşk ile ilişkisi. Sivas Cumhuriyet Üniversitesi Spor Bilimleri Dergisi, 5(3), 37–45. Access
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/brm.40.3.879
• Raosoft. (2024). Access
• Ryff, C. D., & Singer, B. (1996). Psychological well-being: Meaning, measurement, and implications for psychotherapy research. Psychotherapy and Psychosomatics, 65(1), 14–23. https://doi.org/10.1159/000289026
• Salmon, P. (2001). Effects of physical exercise on anxiety, depression, and sensitivity to stress: A unifying theory. Clinical Psychology Review, 21(1), 33–61. https://doi.org/10.1016/S0272-7358(99)00032-X
• Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
• Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326
• Seçer, E., & Yildizhan, Y. Ç. (2020). The relationship between physical activity levels and psychological resilience of university students. Revista Turismo Estudos e Práticas-RTEP/GEPLAT/UERN, 4, 1–12. Access
• Seligman, M. E. (2011). Flourish: The new positive psychology and the search for well-being. Free Press.
• Shaffer, H. J., Hall, M. N., & Bilt, J. V. (2000). “Computer addiction”: A critical consideration. American Journal of Orthopsychiatry, 70(2), 162–168. https://doi.org/10.1037/h0087741
• Singh, A., Uijtdewilligen, L., Twisk, J. W., Van Mechelen, W., & Chinapaw, M. J. (2012). Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. Archives of Pediatrics & Adolescent Medicine, 166(1), 49–55. https://doi.org/10.1001/archpediatrics.2011.716
• Singh, A. S., Saliasi, E., Van Den Berg, V., Uijtdewilligen, L., De Groot, R. H., Jolles, J., ... & Chinapaw, M. J. (2019). Effects of physical activity interventions on cognitive and academic performance in children and adolescents: A novel combination of a systematic review and recommendations from an expert panel. British Journal of Sports Medicine, 53(10), 640–647. https://doi.org/10.1136/bjsports-2017-098136
• Sivrikaya, M. H., & Biricik, Y. S. (2019). Milli takım düzeyindeki elit kayakçıların sporcu bağlılık düzeylerinin incelenmesi. 2. Uluslararası Rekreasyon ve Spor Yönetimi Kongresi Tam Metin Bildiri Kitabı içinde (ss. 26–31). Bodrum: REKÇAD. Access
• Stambulova, N. B., & Wylleman, P. (2015). Dual career development and transitions. Psychology of Sport and Exercise, 21, 1–134. https://doi.org/10.1016/j.psychsport.2015.05.003
• Stearns, E., & Glennie, E. J. (2010). Opportunities to participate: Extracurricular activities’ distribution across and academic correlates in high schools. Social Science Research, 39(2), 296–309. https://doi.org/10.1016/j.ssresearch.2009.08.001
• Symons, K., Breitbarth, T., Zubcevic-Basic, N., Wilson, K., Sherry, E., & Karg, A. (2022). The (un) level playing field: Sport media during COVID-19. European Sport Management Quarterly, 22(1), 55–71. https://doi.org/10.1080/16184742.2021.1925724
• Taşkıran, T. A., Gürbüz, B., & Doğan, M. (2024). Psychological resilience and organizational commitment: Mediating role of job satisfaction. Research in Sport Education and Sciences, 26(2), 66–74. https://doi.org/10.62425/rses.1460229
• Thakur, T., Chanda, M., & Gadhe, S. (2020). A study on attitude of engineering students towards sports and physical education. Journal of Engineering Education Transformations, 33, 204–208. https://doi.org/10.16920/jeet/2020/v33i0/150146
• Tingaz, E. O. (2022). Sporcu ruh sağlığı sürekliliği-kısa formu: Türkçeye uyarlanması ve psikometrik özelliklerinin incelenmesi. Spor Bilimleri Dergisi, 33(1), 43–52. https://doi.org/10.17644/sbd.948200
• Travlos, A. K. (2010). High intensity physical education classes and cognitive performance in eighth-grade students: An applied study. International Journal of Sport and Exercise Psychology, 8(3), 302–311. https://doi.org/10.1080/1612197X.2010.9671955
• Wheatley, D., & Bickerton, C. (2017). Subjective well-being and engagement in arts, culture and sport. Journal of Cultural Economics, 41(1), 23–45. https://doi.org/10.1007/s10824-016-9270-0
• World Health Organization. (2004). Promoting mental health: Concepts, emerging evidence, practice: Summary report. World Health Organization.
• Wylleman, P., & Reints, A. (2010). A lifespan perspective on the career development of talented and elite athletes: Perspectives on high-intensity sports. Scandinavian Journal of Medicine and Science in Sports, 20(Suppl 2), 7–101. https://doi.org/10.1111/j.1600-0838.2010.01194.x
• Yazıcıoğlu, Y., & Erdoğan, S. (2014). SPSS uygulamalı bilimsel araştırma yöntemleri. Detay Yayıncılık.