Do Socialization Tactics Used By College Students Predict Perceived Social Support For Physical Activities Among University Students After COVID 19?

Yıl 2024, , 40 - 55, 24.06.2024

Ayşegül Çetinkaya Günay Yıldızer

https://doi.org/10.31680/gaunjss.1439627

Öz

This study examines the relationship between social support and socialization tactics in university students' participation in physical activity (PA) and also evaluates these interactions after the COVID-19 pandemic. The participants of the study consisted of university students between the ages of 18-27. Personal information form, social support scale for physical activity and socialization tactics scale were used in the study. The data of 291 participants were included in the study. Data were analyzed by multiple linear regression analysis in SPSS 22. According to the findings of the study, it was determined that gender, athlete background and educational tactics were associated with parental support for PA (F(9,274)=4.292, p=0.000, adj R2=0.12). There was a association of peer support and having an athletic background with using educational tactics and participating in socialization processes with social tactics (F(9,274)=7.903, p=0.000, adj R2=0.21). The research findings revealed that the increase in parental and peer social support in physical activity participation is realized with the effect of sportive background and educational tactics. Since educational tactics play a decisive role, organizing the campus environment in a way that encourages physical activity participation may have a significant effect on the perception of peer social support. The research shows that sporting background, educational tactics and campus environment are effective for increasing participation in physical activity. Therefore, educators and campus administrators should develop various strategies to support university students' physical activity habits.

Anahtar Kelimeler

Physical Activity, Socialization Tactics, Social Support

Üniversite Öğrencileri Tarafından Kullanılan Sosyalleşme Taktikleri COVID 19 Sonrası Üniversite Öğrencileri Arasında Fiziksel Aktiviteler İçin Algılanan Sosyal Desteği Yorduyor mu?

Öz

Bu çalışma, üniversite öğrencilerinin fiziksel aktiviteye (FA) katılımında sosyal destek ve sosyalleşme taktikleri arasındaki ilişkiyi incelemekte ve ayrıca COVID-19 pandemisi sonrasında bu etkileşimleri değerlendirmektedir. Çalışmanın katılımcıları 18-27 yaş aralığındaki üniversite öğrencilerinden oluşmaktadır. Çalışmada kişisel bilgi formu, fiziksel aktivite için sosyal destek ölçeği ve sosyalleşme taktikleri ölçeği kullanılmıştır. Çalışmaya 291 katılımcının verileri dahil edilmiştir. Veriler SPSS 22 programında çoklu doğrusal regresyon analizi ile analiz edilmiştir. Çalışmanın bulgularına göre, cinsiyet, sporcu geçmişi ve eğitim taktiklerinin PA için ebeveyn desteği ile ilişkili olduğu belirlenmiştir (F(9,274)=4.292, p=0.000, adjR2=0.12). Akran desteği ve sporcu geçmişine sahip olmanın eğitsel taktikleri kullanmakla, sosyalleşme süreçlerine katılmanın ise sosyal taktiklerle ilişkili olduğu görülmüştür (F(9,274)=7.903, p=0.000, adjR2=0.21). Araştırma bulguları, fiziksel aktiviteye katılımda ebeveyn ve akran sosyal desteğindeki artışın sportif geçmiş ve eğitsel taktiklerin etkisiyle gerçekleştiğini ortaya koymuştur. Eğitsel taktikler belirleyici bir rol oynadığından, kampüs ortamının fiziksel aktiviteye katılımı teşvik edecek şekilde düzenlenmesi akran sosyal desteği algısı üzerinde önemli bir etkiye sahip olabilir. Araştırma, sportif geçmiş, eğitsel taktikler ve kampüs ortamının katılımı artırmada etkili olduğunu göstermektedir.

Anahtar Kelimeler

Fiziksel Aktivite, Sosyalleşme Taktikleri, Sosyal Destek

Kaynakça

• Ajzen, Icek. (1991). The Theory Of Planned Behavior. Organizational Behavior And Human Decision Processes. Vol. 50.
• Bandura, A. (1997). Self‐efficacy: The Exercise of Control. New York: W.H. Freeman.
• Bogler, R, Somech A. (2002). Motives to Study and Socialization Tactics among University Students. Journal of Social Psychology 142(2), 233–248.
• Chong, Jane X.Y., Gerard Beenen, Marylène Gagné, and Patrick D. Dunlop. (2020). “Satisfying Newcomers’ Needs: The Role of Socialization Tactics and Supervisor Autonomy Support. Journal of Business and Psychology. Journal of Business and Psychology.
• Ciarrochi, J. Alexandre J.S. Morin, B.K. Sahdra, Litalien D, and Philip D. Parker. (2017). A Longitudinal Person-Centered Perspective on Youth Social Support: Relations with Psychological Wellbeing. Developmental Psychology 53(6). American Psychological Association Inc., 1154–1169.
• Courneya, Kerry S., Ronald C. Plotnikoff, Stephen B. Hotz, and Nicholas J. Birkett. (2000). Social Support and the Theory of Planned Behavior in the Exercise Domain. American Journal of Health Behavior 24(4). PNG Publications: 300–308.
• de Farias Junior, José Cazuza, Gerfeson Mendonça, Alex Antonio Florindo, and Mauro Virgilio Gomes de Barros. (2014). Reliability and Validity of a Physical Activity Social Support Assessment Scale in Adolescents – ASAFA Scale. Revista Brasileira de Epidemiologia 17(2), 355–370.
• Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation And Self-Determination In Human Behavior. New York: Plenum Publishing Co.
• Duncan, Susan C., Terry E. Duncan, and Lisa A. Strycker. (2005). Sources and Types of Social Support in Youth Physical Activity. Health Psychology 24(1), 3–10.
• Farren, G L, T Zhang, S B Martin, and K T Thomas. (2017). Factors Related to Meeting Physical Activity Guidelines in Active College Students: A Social Cognitive Perspective. Journal of American College Health 65(1), 10–21.
• Gist-Mackey, Angela N., Marissa L. Wiley, and Joseph Erba. (2018). You’re Doing Great. Keep Doing What You’re Doing’: Socially Supportive Communication during First-Generation College Students’ Socialization. Communication Education 67(1). Taylor& Francis 52–72.
• Gruber, Kenneth J. (2008). Social Support for Exercise and Dietary Habits among College Students. Adolescence 43(171), 557–575.
• Gürtekin, Ali. (2019). Examining University Students’ Leisure Attitudes and Socialization Tactics and Digital Literacy Levels. Ağrı İbrahim Çeçecen Universitesi.
• Hair, J. F., W. C. Black, B. J. Babin, and Anderson RE. (2014). Multivariate Data Analysis. 7th ed. Harlow, England: Pearson.
• Hooper, Daire, Joseph Coughlan, and Michael R. Mullen. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods 6(1), 53–60.
• Jablin, F M. (2001). Organizational Entry, Assimilation, and Disengagement/Exit. In Advances in Theory, Research, and Methods, edited by F M Jablin and Putnam L L, 732–818. Thousand Oaks, CA: SAGE.
• King, K. A., R. A. Vidourek, L. English, and A. L. Merianos. (2014). Vigorous Physical Activity among College Students: Using the Health Belief Model to Assess Involvement and Social Support. Archives of Exercise in Health and Disease 4 (2), 267–279.
• Kline, R B. (2011). Principles and Practice of Structural Equation Modeling. 3rd ed. New York: Guilford Press.
• Laird, Yvonne, Samantha Fawkner, Paul Kelly, Lily McNamee, and Ailsa Niven. (2016). The Role of Social Support on Physical Activity Behaviour in Adolescent Girls: A Systematic Review and Meta-Analysis. International Journal of Behavioral Nutrition and Physical Activity 13(1), 79.
• Leow, Kenneth, Martin F Lynch, and Jungmin Lee. (2021). Social Support, Basic Psychological Needs, and Social Well-Being Among Older Cancer Survivors. The International Journal of Aging and Human Development 92(1), 100–114.
• Lindsay Smith, Gabrielle, Lauren Banting, Rochelle Eime, Grant O’Sullivan, and Jannique G.Z. van Uffelen. (2017). The Association between Social Support and Physical Activity in Older Adults: A Systematic Review. International Journal of Behavioral Nutrition and Physical Activity.
• Maglione, Joyce L., and Laura L. Hayman. (2009). Correlates of Physical Activity in Low Income College Students. Research in Nursing and Health 32(6), 634–646.
• Mendonça, Gerfeson, Luanna Alexandra Cheng, Edilânea Nunes Mélo, and José Cazuza De Farias Júnior. (2014). Physical Activity and Social Support in Adolescents: A Systematic Review. Health Education Research.
• Nazione, Samantha, Carolyn LaPlante, Sandi W. Smith, Jennifer Cornacchione, Jessica Russell, and Cynthia Stohl. (2011). Memorable Messages for Navigating College Life. Journal of Applied Communication Research 39(2), 123–143.
• Novak, Dario, S.V. Doubova, and I Kawachi. (2016). Social Capital and Physical Activity among Croatian High School Students. Public Health 135, 48–55.
• Özdinç, Ö. (2005). It continues on the relationship between sports and participation in sports and socialization of Çukurova University students. Spormetre Journal of Physical Education and Sports Sciences, 3(2), 77-84.
• Özkan, Ceren. (2011). The Reasons/Motives of the Students Attending to the Faculty of Education to Study in Higher Education and Their Socialization Tactics: The Case of Mersin University. Mersin University.
• Ravenek, Michael J., and Margaret A. Schneider. (2009). Social Support for Physical Activity and Perceptions of Control in Early Parkinson’s Disease. Disability and Rehabilitation.
• Raykov, T., and G.A. Marcoulides. (2000). A First Course in Structural Equation Modeling. New Jersey: Lawrence Erlbaum Associates.
• Rhodes, Ryan E, Lee W Jones, and Kerry S Courneya. (2002). Extending the Theory of Planned Behavior in the Exercise Domain: A Comparison of Social Support and Subjective Norm. Research Quarterly for Exercise and Sport 73(2), 193–199.
• Shim, Soyeon, Bonnie L. Barber, Noel A. Card, Jing Jian Xiao, and Joyce Serido. (2010). Financial Socialization of First-Year College Students: The Roles of Parents, Work, and Education. Journal of Youth and Adolescence 39(12), 1457–1470.
• Steiger, James H. (2007). Understanding the Limitations of Global Fit Assessment in Structural Equation Modeling. Personality and Individual Differences 42(5): 893–898.
• Tabachnik, B G, and L S Fidell. (2001). Using Multivariate Statistics. 4th ed. Boston: Allyn and Bacon.
• Weidman, John C. (1987). Undergraduate Socialization. In ASHE Annual Meeting Paper, 56. http://www.eric.ed.gov/PDFS/ED292392.pdf.
• Yıldızer, G. (2021). The Relationship Between Social Capital Perception And Physical Activity Level in University Students. Turkiye Klinikleri Journal of Sports Sciences, 13(2).
• Zaleski, Ellen H., Christina Levey-Thors, and Kathleen M. Schiaffino. (1998). Coping Mechanisms, Stress, Social Support, and Health Problems in College Students. Applied Developmental Science 2(3), 127–137.
• Küçükibiş, H., and E Eskiler. (2019). Social Support Scale in Physical Activities: Turkish Adaptataion, Validity and Reliability Study. Sivas Cumhuriyet Üniversitesi İktisadi ve İdari Bilimler Dergisi 20(2), 1–11.