Araştırma Makalesi
BibTex RIS Kaynak Göster

An Examination of Middle School Students’ Digital Game Addiction and School Engagement Levels Based on the Variable of Participation in School Sports

Yıl 2026, Cilt: 34 Sayı: 2 , 383 - 407 , 30.04.2026

Ahmet Emre Fakazlı

https://doi.org/10.24106/kefdergi.1939395
https://izlik.org/JA99HL59JC

Öz

The purpose of this study is to examine the levels of digital game addiction and school engagement of middle school students in terms of participation in school sports. The descriptive survey model was used in the study. The population consisted of middle school students aged 10–14 studying in the city center of Kastamonu province during the 2024–2025 academic year. Due to the difficulty of reaching the entire population, purposive and convenience sampling methods were used together. Data were collected using the Personal Information Form, the Digital Game Addiction Scale for Children (DGAC) developed by Hazar and Hazar (2017), and the School Engagement Scale (SES) developed by Fredricks et al. (2005) and adapted into Turkish by Çengel et al. (2017). The data were analyzed using SPSS 26.0 software. The findings revealed that students participating in school sports scored significantly lower on all subdimensions of the DGAC compared to those who did not participate. In contrast, non-participating students demonstrated higher levels of school engagement compared to student-athletes. Regarding gender, female students scored lower than male students in digital game addiction, while differences in school engagement were limited to certain subdimensions. In terms of grade level, 8th-grade students had the lowest mean scores on both scales. Furthermore, a positive and statistically significant relationship was found between all subdimensions of school engagement and digital game addiction. These findings suggest that sports participation may reduce time spent on digital games by promoting healthier and more structured use of leisure time. It can be suggested that the gains provided by sport play a regulatory role in students’ gaming behavior. However, in terms of school engagement, it was determined that students who did not participate in school sports had significantly higher levels of engagement. This situation may be explained by the possibility that the athletic identity of student-athletes takes precedence over their student identity.

Anahtar Kelimeler

Digital game addiction School engagement School

Kaynakça

  • Alotaibi, T., Almuhanna, R., Alhassan, J., Alqadhib, E., Mortada, E., & Alwhaibi, R. (2020). The relationship between technology use and physical activity among typically-developing children. Healthcare, 8(4), 488. https://doi.org/10.3390/healthcare8040488
  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues. Psychology in the Schools, 45(5), 369–386.
  • Arslan, H., Kuyulu, İ., Yaldız, Ö., & Beltekin, E. (2023). Lise öğrencilerinde spor yapmanın teknoloji bağımlılığı, okula bağlılık ve akademik erteleme üzerindeki rolü [The role of sports participation on technology addiction, school engagement, and academic procrastination among high school students]. The Online Journal of Recreation and Sports, 12(3), 408–416. https://doi.org/10.22282/tojras.1301896
  • Arslan, A., & Özdemir, N. (2022). Examination of school belonging in secondary school student in the context of school sports. Journal of History School, 59, 2627-2647. https://doi.org/10.29228/Joh.62863
  • Audas, R., & Willms, J. D. (2001). Engagement and dropping out of school: A life course perspective. Human Resources and Social Development Canada.
  • Aydın, E., Temel, A., & Kangalgil, M. (2022). Geçmişten günümüze ortaöğretim beden eğitimi ve spor dersi öğretim programlarının incelenmesi [Investigation of secondary school physical education and sports curriculum from past to present]. Journal of Global Sport and Education Research, 5(1), 99–117. https://doi.org/10.55142/jogser.1113312
  • Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
  • Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi [Examination of school attachment among middle school students in terms of various variables]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48–65. https://doi.org/10.17240/aibuefd.2015.15.1-5000128594
  • Bleumers, L., All, A., Mariën, I., Schurmans, D., Van Looy, J., Jacobs, A., Willaert, K. & De Grove, F. (2012). State of play of digital games for empowerment and inclusion: A review of the literature and empirical cases. European Comission.
  • Booker, C. L., Skew, A. J., Kelly, Y. J., & Sacker, A. (2015). Media use, sports participation, and well-being in adolescence: Cross-sectional findings from the UK household longitudinal study. American Journal of Public Health, 105(1), 173-179.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2023). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi.
  • Can, H. C., Yarayan, Y. E., Yılmaz, E. B., & Konukman, F. (2025). The relationship between active participation in practice-based courses and learning agility, academic self-discipline, reflective thinking, and self-awareness: A quasi-experimental study with Turkish pre-service physical education teachers. Research in Sport Education and Sciences, 27(4), 339–353. https://doi.org/10.62425/rses.1727109
  • Ceylan, H., & Özgenel, M. (2022). Ortaokul öğrencilerinin okula bağlılıklarında önemli bir faktör: Okul kültürü [An important factor in middle school students’ school engagement: School culture]. Temel Eğitim, 13, 32–46.
  • Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. Springer.
  • Coalter, F. (2013). Sport for development: What game are we playing? Routledge.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
  • Çengel, M., Totan, T., & Çöğmen, S. (2017). Okula bağlılık ölçeğinin Türkçeye uyarlanması [Adaptation of the school engagement scale into Turkish]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1820–1837. https://doi.org/10.17240/aibuefd.2017.17.32772-363966
  • Dapp, L. C., Gashaj, V., & Roebers, C. M. (2021). Physical activity and motor skills in children: A differentiated approach. Psychology of Sport and Exercise, 54, 101916. https://doi.org/10.1016/j.psychsport.2021.101916
  • Doğan, D. (2016). Sınırsız olasılıklar dünyası: Dijital oyunların dünü ve bugünü [A world of unlimited possibilities: Past and present of digital games]. In D. Öcal (Ed.), Yaşam pratikleriyle dönüşen oyun [Game transformed through life practices] (pp. 45–78). Ütopya.
  • Dönmez, Ş., & Taylı, A. (2018). Ortaokul öğrencilerinde okul iklimi, okula bağlılık ve okul yaşam kalitesi algısının incelenmesi [Examination of school climate, school engagement, and school life quality perceptions among middle school students]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 9(2), 1–17.
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. https://doi.org/10.1177/0743558499141003
  • Ekinci, N. E., Yalçın, İ., & Soyer, F. (2017). Digital game addiction level of high school students in Turkey. Acta Kinesiologica, 11(2), 98-103.
  • Fakazlı, A. E., & İlhan, E. L. (2023). Esports and school sports in Turkey: From the perspective of physical education teachers. International Journal of Social and Humanities Sciences Research (JSHSR), 10(93), 516-527. https://doi.org/10.26450/jshsr.3551
  • Farb, A. F., & Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review, 32(1), 1–48. https://doi.org/10.1016/j.dr.2011.10.001
  • Ferguson, C. J. (2007). The good, the bad and the ugly: A meta-analytic review of positive and negative effects of violent video games. Psychiatric Quarterly, 78(4), 309-316.
  • Frasca, G. (2001). Rethinking agency and immersion: Video games as a means of consciousness-raising. Digital Creativity, 12(3), 167-174.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi: 10.3102/00346543074001059
  • Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. H. (2005). School engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish? (pp. 305–321). Springer. https://doi.org/10.1007/0-387-23823-9_19
  • Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Developmental Psychology, 42(4), 698–713. https://doi.org/10.1037/0012-1649.42.4.698
  • Gentile, D. A., Choo, H., Liau, A., Sim, T., Li, D., Fung, D., & Khoo, A. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319–e329. https://doi.org/10.1542/peds.2010-1353
  • Gisbert-Pérez, J., Martí-Vilar, M., Merino-Soto, C., Chans, G. M., & Badenes-Ribera, L. (2024). Gender differences in internet gaming among university students: A discriminant analysis. Frontiers in Psychology, 15, 1412739. https://doi.org/10.3389/fpsyg.2024.1412739
  • Günay, N. (2013). Atatürk döneminde Türkiye’de beden eğitiminin gelişimi ve Gazi Beden Terbiyesi Bölümü [The development of physical education in Türkiye during the Atatürk era and the Gazi Physical Training Department]. Atatürk Araştırma Merkezi Dergisi, 29(85), 72–100.
  • Güvendi, B., Demir, G. T., & Keskin, B. (2019). Ortaokul öğrencilerinde dijital oyun bağımlılığı ve saldırganlık [Digital game addiction and aggression among middle school students]. OPUS International Journal of Society Researches, 11(18), 1194–1217. https://doi.org/10.26466/opus.547092
  • Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443–463.
  • Hazar, Z., & Hazar, M. (2017). Çocuklar için dijital oyun bağımlılığı ölçeği [Digital game addiction scale for children]. Journal of Human Sciences, 14(1), 203–216. https://doi.org/10.14687/jhs.v14i1.4387
  • Hazar, Z., & Ekici, F. (2021). Ortaokul öğrencilerinin dijital oyun bağımlılığı ile zorbalık bilişleri arasındaki ilişkinin incelenmesi [Investigation of the relationship between digital game addiction and bullying cognitions among middle school students]. Gazi Journal of Physical Education and Sport Sciences, 26(1), 1–15.
  • Hazar, K., Özpolat, Z., & Hazar, Z. (2020). Ortaokul öğrencilerinin dijital oyun bağımlılığı düzeylerinin çeşitli değişkenlere göre incelenmesi (Niğde ili örneği) [Investigation of digital game addiction levels of middle school students according to various variables (Niğde province sample)]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 18(1), 225–234. https://doi.org/10.33689/spormetre.647313
  • Hazar, Z., Tekkurşun-Demir, G., & Dalkıran, H. (2017). Ortaokul öğrencilerinin geleneksel oyun ve dijital oyun algılarının incelenmesi: Karşılaştırmalı metafor çalışması [Examination of middle school students’ perceptions of traditional and digital games: A comparative metaphor study]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 15(4), 179–190.
  • Hazar, Z., Tekkurşun-Demir, G., Namlı, S., & Türkeli, A. (2017). Investigation of the relationship between digital game addiction and physical activity levels among secondary school students. Nigde University Journal of Physical Education & Sport Sciences, 11(3), 320-332.
  • O’Neil, L., Amorose, A. J., & Pierce, S. (2021). Student-athletes’ dual commitment to school and sport: Compatible or conflicting? Psychology of Sport and Exercise, 52, 101799. https://doi.org/10.1016/j.psychsport.2020.101799
  • Öğredik, A. (2024). Okul sporlarına katılan ve katılmayan ortaokul öğrencilerinde okula bağlılık ve sosyalleşme düzeylerinin incelenmesi [Examination of school attachment and socialization levels of middle school students participating and not participating in school sports] [Unpublished master’s thesis]. Afyon Kocatepe University.
  • Özçakır, S. (2015). 100 yıl öncesinde Türkiye’de beden eğitimi öğretimi ve günümüzdeki yansımaları [Physical education teaching in Türkiye 100 years ago and its reflections today]. Spor Bilimleri Dergisi, 26(1), 18–25. https://doi.org/10.17644/sbd.237570
  • Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7, 40. https://doi.org/10.1186/1479-5868-7-40
  • Johnson, M. K., Crosnoe, R., & Thaden, L. L. (2006). Gendered patterns in adolescents' school attachment. Social Psychology Quarterly, 69(3), 284–295. https://doi.org/10.1177/019027250606900305
  • Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8, 7-27.
  • Kaman, Ş., & Bulut, A. (2024). The relationship between students' digital game addiction and their attitudes and habits towards reading. Kastamonu Education Journal, 32(3), 498-505. https://doi.org/10.24106/kefdergi.1525396
  • Kangalgil, M., Temel, A., Ateş, N., Yüksel, E. N., & Özgül, F. (2024). Ortaokul öğrencilerinin spor yapma durumlarına göre okula aidiyet duygularının incelenmesi [Investigation of middle school students’ sense of school belonging according to their participation in sports]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 22(2), 96–108. https://doi.org/10.33689/spormetre.1392861
  • Karaaslan, Y., Özyurt, F., & Karaaslan, U. (2023). Determination of physical activity level, functional capacity and depression in children with digital game addiction. Journal of Academic Research in Medicine, 13(1), 41–9. https://doi.org/10.4274/jarem.galenos.2023.28942
  • Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Yayın Dağıtım.
  • Kerr, A. (2006). Game work and game play. Sage.
  • Kodaman, U., & Dinç, M. (2016). Teknolojiye bağımlı yaşama! [Living dependent on technology!]. Kültür Sanat Basımevi.
  • Kızmaz, Z. (2006). Okullardaki şiddet davranışının kaynakları üzerine kuramsal bir yaklaşım [A theoretical approach to the sources of violence behavior in schools]. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 30(1), 47–70.
  • Küçük, Y., & Çakır, R. (2020). Ortaokul öğrencilerinin dijital oyun bağımlılıklarının çeşitli değişkenler açısından incelenmesi [Examination of digital game addiction of middle school students in terms of various variables]. Turkish Journal of Primary Education, 5(2), 133–154.
  • Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2011). Psychosocial causes and consequences of pathological gaming. Computers in Human Behavior, 27(1), 144–152. https://doi.org/10.1016/j.chb.2010.07.015
  • Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77–95. https://doi.org/10.1080/15213260802669458
  • Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274–283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31–49. https://doi.org/10.1023/A:1022214022478
  • Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95(2), 409–418. https://doi.org/10.1037/0022-0663.95.2.409
  • Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4), 464–514. https://doi.org/10.17763/haer.72.4.051388703v7v7736
  • Marković, S. R., Grbović, M. N., & Bogavac, D. S. (2024). School sports in the Balkan countries: A comparative study. Zbornik radova Pedagoškog fakulteta, Užice, 26, 311–324.
  • Marufoğlu, S., & Kutlutürk, S. (2021). Ortaokul öğrencilerinde dijital oyun bağımlılığının fiziksel aktivite ve uyku alışkanlıklarına etkisi [The effect of digital game addiction on physical activity and sleep habits among middle school students]. Bağımlılık Dergisi, 22(2), 114–122. https://doi.org/10.51982/bagimli.817756
  • Mehroof, M., & Griffiths, M. D. (2010). Online gaming addiction: The role of sensation seeking, self-control, neuroticism, aggression, state anxiety, and trait anxiety. Cyberpsychology, Behavior, and Social Networking, 13(3), 313–316. https://doi.org/10.1089/cyber.2009.0229
  • Mihara, S., & Higuchi, S. (2017). Cross-sectional and longitudinal epidemiological studies of Internet gaming disorder: A systematic review of the literature. Psychiatry and Clinical Neurosciences, 71(7), 425–444. https://doi.org/10.1111/pcn.12532
  • Ministry of National Education. (2020). Letter on the cancellation of social activities.
  • https://ogm.meb.gov.tr/meb_iys_dosyalar/2020_03/13133636_Sosyal_Etkinliklerin_Red_YazYsY.pdf
  • Ministry of National Education. (2025). Physical education, play and sport course curriculum. Directorate General for Curriculum Development. https://orgm.meb.gov.tr/meb_iys_dosyalar/2026_01/697c65fd66a31020651419_BEDEN_EGITIMI_OYUN_VE_SPOR_DERSI_OGRETIM_PROGRAMI.pdf
  • Ministry of Youth and Sports. (2021). 2021–2022 school sports activities implementation principles.
  • https://karayazi.meb.gov.tr/meb_iys_dosyalar/2021_11/09112609_sporr.pdf
  • Ministry of Youth and Sports. (2025a). 2025–2026 academic year school sports activities national competition calendar. https://spor.gsb.gov.tr/public/OkulSporlari/2026/3/5/TARIH%20BAZINDA_639083060479289670.pdf
  • Ministry of Youth and Sports. (2025b). 2025–2026 academic year school sports activities sports branch, age, and category table. General Directorate of Sports Services. https://spor.gsb.gov.tr/public/OkulSporlari/2025/9/24/2025-2026%20SPOR%20DALI,%20YAS,%20KATEGORI%20TABLOSU_638943217033844116.pdf
  • Nakip, C. (2025). Türkiye Yüzyılı Maarif Modeli ve beden eğitimi öğretim programı [The Türkiye Century Education Model and physical education curriculum]. In A. E. Sağın & S. Uğraş (Eds.), Beden eğitimi ve sporun pedagojik dönüşümü: Tarihsel süreçten Türkiye Yüzyılı Maarif Modeli’ne [The pedagogical transformation of physical education and sport: From historical process to the Türkiye Century Education Model] (pp. 95–104). Özgür Yayınları. https://doi.org/10.58830/ozgur.pub1027.c4121
  • Novrialdy, E., Nirwana, H., & Ahmad, R. (2019). High school students’ understanding of the risks of online game addiction. Journal of Educational and Learning Studies, 2(2), 113–119. https://doi.org/10.32698/0772
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
  • Otsuka, Y., Kaneita, Y., Itani, O., Matsumoto, Y., Jike, M., Higuchi, S., Kanda, H., Kuwabara, Y., Kinjo, A., & Osaki, Y. (2021). The association between internet usage and sleep problems among Japanese adolescents: Three repeated cross-sectional studies. Sleep, 44(12), zsab175. https://doi.org/10.1093/sleep/zsab175
  • Öcal, K., & Koçak, M. S. (2010). Okul sporlarının orta öğretim öğrencilerinin akademik başarı ve davranış gelişimine etkisi [The effect of school sports on academic achievement and behavioral development of secondary school students]. Mediterranean Journal of Educational Research, 7(1), 86–94.
  • Öcal, T., & Metin, S. N. (2022). Okul takımlarına katılan ve katılmayan ortaokul öğrencilerinin dijital oyun bağımlılığı ve akran ilişkilerinin incelenmesi [Examination of digital game addiction and peer relationships of middle school students participating and not participating in school teams]. Mediterranean Journal of Sport Science, 5(Special Issue 2), 727–737. https://doi.org/10.38021/asbid.1200554
  • Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.
  • Pehlivan, Z. (1998). Ders dışı okul spor etkinlikleri ve yeniden örgütlenmesi [Extracurricular school sports activities and their reorganization]. Hacettepe Spor Bilimleri Dergisi, 9(3), 11–31.
  • Pehlivan, Z. (2004). Fair-play kavramının geliştirilmesinde okul sporunun yeri ve önemi [The role and importance of school sports in the development of the concept of fair play]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 2(2), 49–53.
  • Pepe, K. (2011). A study on playing of computer games, class success and attitudes of parents to primary school students. Educational Research and Reviews, 6(9), 657–663.
  • Santos, J. C., & Sagas, M. (2023). Academic identity, school belongingness, athletic identity, and athletic expectations as predictors of academic and athletic time use of college athletes. Physical Culture and Sport, 100(1), 9–23. https://doi.org/10.2478/pcssr-2023-0015
  • Seçer, E., Esentürk, O. K., Yarayan, Y. E., İlhan, E. L., & Yıldıran, İ. (2025). The effect of epidemic anxiety on perceived stress level in the students of sport sciences faculty: The mediating role of intolerance of uncertainty. Mediterranean Journal of Sport Science, 8(3), 596–612. https://doi.org/10.38021/asbid.1742657
  • Serbest, Ö., Yüksek, S., Kural, B., & Ayan, V. (2025). Okul takımlarında spor yapan ve yapmayan erkek lise öğrencilerinin okula aidiyet duyguları ve akademik başarılarının karşılaştırılması [Comparison of school belonging and academic achievement of male high school students participating and not participating in school teams]. Kilis 7 Aralık Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 9(1), 56–67.
  • Sherry, J. L., Lucas, K., Greenberg, B. S., & Lachlan, K. (2006). Video game uses and gratifications as predictors of use and game preference. In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 213–224). Lawrence Erlbaum Associates.
  • 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
  • Tan, M. (2021). Okul sporlarına katılan öğrencilerin sosyal duygusal öğrenmeleri ile temel demokratik değer düzeylerinin incelenmesi [Examination of social-emotional learning and basic democratic values of students participating in school sports] [Unpublished doctoral dissertation]. Gazi University.
  • Tudor, M., & Ridpath, B. D. (2019). Does gender significantly predict academic, athletic career motivation among NCAA Division I college athletes? Journal of Higher Education Athletics & Innovation, 1(5), 122–147. https://doi.org/10.15763/issn.2376-5267.2018.1.5.122-147
  • Turan, S. (2020). Okul sporlarına katılan ortaöğretim öğrencilerinin beden eğitimine yatkınlıkları ve beden eğitimi dersindeki sportmenlik davranışlarının incelenmesi [Examination of physical education predispositions and sportsmanship behaviors of secondary school students participating in school sports] [Unpublished doctoral dissertation]. Sakarya University.
  • Tuğrul, H. (2021). Ortaöğretim öğrencilerinin okula bağlılıkları ile algılanan sosyal destek düzeyleri arasındaki ilişki [The relationship between school engagement and perceived social support levels of secondary school students] [Unpublished master’s thesis]. Karamanoğlu Mehmetbey University.
  • Tremblay, M. S., LeBlanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Connor Gorber, S. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 8, 98. https://doi.org/10.1186/1479-5868-8-98
  • Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5, 10. https://doi.org/10.1186/1479-5868-5-10
  • Valentine, G., & McKendrick, J. (1997). Children’s outdoor play: Exploring parental concerns about children’s safety and the changing nature of childhood. Geoforum, 28(2), 219–235. https://doi.org/10.1016/S0016-7185(97)00010-9
  • Yanık, M. (2018). Ortaöğretimde yapılan okul sporlarının öğrencilerin okula bağlılık düzeyine etkisi [the impact of school sports in secondary education on students' attachment to school]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 16(1), 73-78.
  • Yalçın, E. A. (2021). İnformal sporlar ve kentsel mekanlar [Informal sports and urban spaces]. Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 2(1), 1–11.
  • Yalçın-Irmak, A., & Erdoğan, S. (2016). Ergen ve genç erişkinlerde dijital oyun bağımlılığı: Güncel bir bakış [Digital game addiction in adolescents and young adults: A current overview]. Türk Psikiyatri Dergisi, 27(2), 128–137. https://doi.org/10.5080/u13407
  • Yazıcıoğlu Çalışan, H., Pekel, A. Ö., Yarayan, Y. E., & İlhan, E. L. (2021). Çocuklarda dijital oyun oynama tutumu: Yaz spor okuluna katılan çocuklar üzerine bir araştırma [Attitudes toward digital game playing in children: A study on children attending summer sports school]. Aksaray University Journal of Sport and Health Researches, 2(2), 124–135. https://doi.org/10.54152/asujshr.1028353
  • Yılmaz, A. (2019). Lise öğrencilerinin ders dışı sportif etkinliklere yönelik tutumları ile okula bağlanma durumlarının incelenmesi [Examination of high school students’ attitudes toward extracurricular sports activities and their levels of school engagement]. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 4(1), 50–63. https://doi.org/10.31680/gaunjss.518094
  • Wang, M.-T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement. Child Development, 83(3), 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x
  • Whiteside-Mansell, L., Weber, J. L., Moore, P. C., Johnson, D., Williams, E. R., Ward, W. L., & Phillips, B. A. (2015). School bonding in early adolescence: Psychometrics of the Brief Survey of School Bonding. The Journal of Early Adolescence, 35(2), 245–275. https://doi.org/10.1177/0272431614530808

Ortaokul Öğrencilerinin Dijital Oyun Bağımlılığı ve Okula Bağlılık Düzeylerinin Okul Sporlarına Katılım Değişkeni Bakımından İncelenmesi

Yıl 2026, Cilt: 34 Sayı: 2 , 383 - 407 , 30.04.2026

Ahmet Emre Fakazlı

https://doi.org/10.24106/kefdergi.1939395
https://izlik.org/JA99HL59JC

Öz

Bu çalışmanın amacı, ortaokul öğrencilerinin dijital oyun bağımlılığı ve okul bağlılığı düzeylerini, okul sporlarına katılım değişkeni açısından incelemektir. Araştırmada betimsel tarama modeli kullanılmıştır. Araştırmanın evrenini, 2024–2025 eğitim-öğretim yılında Kastamonu il merkezinde öğrenim gören 10–14 yaş arası ortaokul öğrencileri oluşturmaktadır. Evrenin tamamına ulaşmanın güç olması nedeniyle amaçlı örnekleme ve kolayda örnekleme yöntemleri birlikte kullanılmıştır. Veri toplama aracı olarak Kişisel Bilgi Formu, Hazar ve Hazar (2017) tarafından geliştirilen Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği (DGAC) ile Fredricks vd. (2005) tarafından geliştirilen ve Çengel vd. (2017) tarafından Türkçeye uyarlanan Okul Bağlılığı Ölçeği (SES) kullanılmıştır. Veriler SPSS 26.0 programı ile analiz edilmiştir. Araştırma bulguları, okul sporlarına katılan öğrencilerin Dijital Oyun Bağımlılığı Ölçeği’nin tüm alt boyutlarında, katılmayan öğrencilere göre anlamlı düzeyde daha düşük puanlar aldığını göstermiştir. Buna karşılık, okul sporlarına katılmayan öğrencilerin okul bağlılığı düzeylerinin, spor yapan öğrencilere göre daha yüksek olduğu belirlenmiştir. Cinsiyet değişkenine göre yapılan analizlerde, kız öğrencilerin dijital oyun bağımlılığı düzeylerinin erkek öğrencilere göre daha düşük olduğu; okul bağlılığı açısından ise farklılıkların yalnızca bazı alt boyutlarla sınırlı olduğu ortaya konmuştur. Sınıf düzeyine göre yapılan değerlendirmelerde ise 8. sınıf öğrencilerinin her iki ölçekte de en düşük ortalama puanlara sahip olduğu tespit edilmiştir. Ayrıca, okul bağlılığının tüm alt boyutları ile dijital oyun bağımlılığı arasında pozitif ve istatistiksel olarak anlamlı ilişkiler bulunmuştur. Bu bulgular, spor etkinliklerinin öğrencilerin boş zamanlarını daha sağlıklı ve yapılandırılmış bir şekilde değerlendirmelerine olanak tanıyarak dijital oyunlara ayrılan süreyi azaltabileceğini göstermektedir. Bu bağlamda, sporun öğrenci davranışlarını düzenleyici bir rol üstlenebileceği söylenebilir. Bununla birlikte, okul bağlılığı açısından değerlendirildiğinde, okul sporlarına katılmayan öğrencilerin bağlılık düzeylerinin spor yapan öğrencilere göre anlamlı düzeyde daha yüksek olduğu belirlenmiştir. Bu durumun, öğrenci sporcuların sporcu kimliklerinin öğrenci kimliklerinin önüne geçmesiyle ilişkili olabileceği düşünülmektedir.

Anahtar Kelimeler

Dijital oyun bağımlılığı Okula bağlılık Okul sporları

Kaynakça

  • Alotaibi, T., Almuhanna, R., Alhassan, J., Alqadhib, E., Mortada, E., & Alwhaibi, R. (2020). The relationship between technology use and physical activity among typically-developing children. Healthcare, 8(4), 488. https://doi.org/10.3390/healthcare8040488
  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues. Psychology in the Schools, 45(5), 369–386.
  • Arslan, H., Kuyulu, İ., Yaldız, Ö., & Beltekin, E. (2023). Lise öğrencilerinde spor yapmanın teknoloji bağımlılığı, okula bağlılık ve akademik erteleme üzerindeki rolü [The role of sports participation on technology addiction, school engagement, and academic procrastination among high school students]. The Online Journal of Recreation and Sports, 12(3), 408–416. https://doi.org/10.22282/tojras.1301896
  • Arslan, A., & Özdemir, N. (2022). Examination of school belonging in secondary school student in the context of school sports. Journal of History School, 59, 2627-2647. https://doi.org/10.29228/Joh.62863
  • Audas, R., & Willms, J. D. (2001). Engagement and dropping out of school: A life course perspective. Human Resources and Social Development Canada.
  • Aydın, E., Temel, A., & Kangalgil, M. (2022). Geçmişten günümüze ortaöğretim beden eğitimi ve spor dersi öğretim programlarının incelenmesi [Investigation of secondary school physical education and sports curriculum from past to present]. Journal of Global Sport and Education Research, 5(1), 99–117. https://doi.org/10.55142/jogser.1113312
  • Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
  • Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi [Examination of school attachment among middle school students in terms of various variables]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48–65. https://doi.org/10.17240/aibuefd.2015.15.1-5000128594
  • Bleumers, L., All, A., Mariën, I., Schurmans, D., Van Looy, J., Jacobs, A., Willaert, K. & De Grove, F. (2012). State of play of digital games for empowerment and inclusion: A review of the literature and empirical cases. European Comission.
  • Booker, C. L., Skew, A. J., Kelly, Y. J., & Sacker, A. (2015). Media use, sports participation, and well-being in adolescence: Cross-sectional findings from the UK household longitudinal study. American Journal of Public Health, 105(1), 173-179.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2023). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi.
  • Can, H. C., Yarayan, Y. E., Yılmaz, E. B., & Konukman, F. (2025). The relationship between active participation in practice-based courses and learning agility, academic self-discipline, reflective thinking, and self-awareness: A quasi-experimental study with Turkish pre-service physical education teachers. Research in Sport Education and Sciences, 27(4), 339–353. https://doi.org/10.62425/rses.1727109
  • Ceylan, H., & Özgenel, M. (2022). Ortaokul öğrencilerinin okula bağlılıklarında önemli bir faktör: Okul kültürü [An important factor in middle school students’ school engagement: School culture]. Temel Eğitim, 13, 32–46.
  • Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. Springer.
  • Coalter, F. (2013). Sport for development: What game are we playing? Routledge.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
  • Çengel, M., Totan, T., & Çöğmen, S. (2017). Okula bağlılık ölçeğinin Türkçeye uyarlanması [Adaptation of the school engagement scale into Turkish]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1820–1837. https://doi.org/10.17240/aibuefd.2017.17.32772-363966
  • Dapp, L. C., Gashaj, V., & Roebers, C. M. (2021). Physical activity and motor skills in children: A differentiated approach. Psychology of Sport and Exercise, 54, 101916. https://doi.org/10.1016/j.psychsport.2021.101916
  • Doğan, D. (2016). Sınırsız olasılıklar dünyası: Dijital oyunların dünü ve bugünü [A world of unlimited possibilities: Past and present of digital games]. In D. Öcal (Ed.), Yaşam pratikleriyle dönüşen oyun [Game transformed through life practices] (pp. 45–78). Ütopya.
  • Dönmez, Ş., & Taylı, A. (2018). Ortaokul öğrencilerinde okul iklimi, okula bağlılık ve okul yaşam kalitesi algısının incelenmesi [Examination of school climate, school engagement, and school life quality perceptions among middle school students]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 9(2), 1–17.
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. https://doi.org/10.1177/0743558499141003
  • Ekinci, N. E., Yalçın, İ., & Soyer, F. (2017). Digital game addiction level of high school students in Turkey. Acta Kinesiologica, 11(2), 98-103.
  • Fakazlı, A. E., & İlhan, E. L. (2023). Esports and school sports in Turkey: From the perspective of physical education teachers. International Journal of Social and Humanities Sciences Research (JSHSR), 10(93), 516-527. https://doi.org/10.26450/jshsr.3551
  • Farb, A. F., & Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review, 32(1), 1–48. https://doi.org/10.1016/j.dr.2011.10.001
  • Ferguson, C. J. (2007). The good, the bad and the ugly: A meta-analytic review of positive and negative effects of violent video games. Psychiatric Quarterly, 78(4), 309-316.
  • Frasca, G. (2001). Rethinking agency and immersion: Video games as a means of consciousness-raising. Digital Creativity, 12(3), 167-174.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi: 10.3102/00346543074001059
  • Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. H. (2005). School engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish? (pp. 305–321). Springer. https://doi.org/10.1007/0-387-23823-9_19
  • Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Developmental Psychology, 42(4), 698–713. https://doi.org/10.1037/0012-1649.42.4.698
  • Gentile, D. A., Choo, H., Liau, A., Sim, T., Li, D., Fung, D., & Khoo, A. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319–e329. https://doi.org/10.1542/peds.2010-1353
  • Gisbert-Pérez, J., Martí-Vilar, M., Merino-Soto, C., Chans, G. M., & Badenes-Ribera, L. (2024). Gender differences in internet gaming among university students: A discriminant analysis. Frontiers in Psychology, 15, 1412739. https://doi.org/10.3389/fpsyg.2024.1412739
  • Günay, N. (2013). Atatürk döneminde Türkiye’de beden eğitiminin gelişimi ve Gazi Beden Terbiyesi Bölümü [The development of physical education in Türkiye during the Atatürk era and the Gazi Physical Training Department]. Atatürk Araştırma Merkezi Dergisi, 29(85), 72–100.
  • Güvendi, B., Demir, G. T., & Keskin, B. (2019). Ortaokul öğrencilerinde dijital oyun bağımlılığı ve saldırganlık [Digital game addiction and aggression among middle school students]. OPUS International Journal of Society Researches, 11(18), 1194–1217. https://doi.org/10.26466/opus.547092
  • Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443–463.
  • Hazar, Z., & Hazar, M. (2017). Çocuklar için dijital oyun bağımlılığı ölçeği [Digital game addiction scale for children]. Journal of Human Sciences, 14(1), 203–216. https://doi.org/10.14687/jhs.v14i1.4387
  • Hazar, Z., & Ekici, F. (2021). Ortaokul öğrencilerinin dijital oyun bağımlılığı ile zorbalık bilişleri arasındaki ilişkinin incelenmesi [Investigation of the relationship between digital game addiction and bullying cognitions among middle school students]. Gazi Journal of Physical Education and Sport Sciences, 26(1), 1–15.
  • Hazar, K., Özpolat, Z., & Hazar, Z. (2020). Ortaokul öğrencilerinin dijital oyun bağımlılığı düzeylerinin çeşitli değişkenlere göre incelenmesi (Niğde ili örneği) [Investigation of digital game addiction levels of middle school students according to various variables (Niğde province sample)]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 18(1), 225–234. https://doi.org/10.33689/spormetre.647313
  • Hazar, Z., Tekkurşun-Demir, G., & Dalkıran, H. (2017). Ortaokul öğrencilerinin geleneksel oyun ve dijital oyun algılarının incelenmesi: Karşılaştırmalı metafor çalışması [Examination of middle school students’ perceptions of traditional and digital games: A comparative metaphor study]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 15(4), 179–190.
  • Hazar, Z., Tekkurşun-Demir, G., Namlı, S., & Türkeli, A. (2017). Investigation of the relationship between digital game addiction and physical activity levels among secondary school students. Nigde University Journal of Physical Education & Sport Sciences, 11(3), 320-332.
  • O’Neil, L., Amorose, A. J., & Pierce, S. (2021). Student-athletes’ dual commitment to school and sport: Compatible or conflicting? Psychology of Sport and Exercise, 52, 101799. https://doi.org/10.1016/j.psychsport.2020.101799
  • Öğredik, A. (2024). Okul sporlarına katılan ve katılmayan ortaokul öğrencilerinde okula bağlılık ve sosyalleşme düzeylerinin incelenmesi [Examination of school attachment and socialization levels of middle school students participating and not participating in school sports] [Unpublished master’s thesis]. Afyon Kocatepe University.
  • Özçakır, S. (2015). 100 yıl öncesinde Türkiye’de beden eğitimi öğretimi ve günümüzdeki yansımaları [Physical education teaching in Türkiye 100 years ago and its reflections today]. Spor Bilimleri Dergisi, 26(1), 18–25. https://doi.org/10.17644/sbd.237570
  • Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7, 40. https://doi.org/10.1186/1479-5868-7-40
  • Johnson, M. K., Crosnoe, R., & Thaden, L. L. (2006). Gendered patterns in adolescents' school attachment. Social Psychology Quarterly, 69(3), 284–295. https://doi.org/10.1177/019027250606900305
  • Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8, 7-27.
  • Kaman, Ş., & Bulut, A. (2024). The relationship between students' digital game addiction and their attitudes and habits towards reading. Kastamonu Education Journal, 32(3), 498-505. https://doi.org/10.24106/kefdergi.1525396
  • Kangalgil, M., Temel, A., Ateş, N., Yüksel, E. N., & Özgül, F. (2024). Ortaokul öğrencilerinin spor yapma durumlarına göre okula aidiyet duygularının incelenmesi [Investigation of middle school students’ sense of school belonging according to their participation in sports]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 22(2), 96–108. https://doi.org/10.33689/spormetre.1392861
  • Karaaslan, Y., Özyurt, F., & Karaaslan, U. (2023). Determination of physical activity level, functional capacity and depression in children with digital game addiction. Journal of Academic Research in Medicine, 13(1), 41–9. https://doi.org/10.4274/jarem.galenos.2023.28942
  • Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Yayın Dağıtım.
  • Kerr, A. (2006). Game work and game play. Sage.
  • Kodaman, U., & Dinç, M. (2016). Teknolojiye bağımlı yaşama! [Living dependent on technology!]. Kültür Sanat Basımevi.
  • Kızmaz, Z. (2006). Okullardaki şiddet davranışının kaynakları üzerine kuramsal bir yaklaşım [A theoretical approach to the sources of violence behavior in schools]. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 30(1), 47–70.
  • Küçük, Y., & Çakır, R. (2020). Ortaokul öğrencilerinin dijital oyun bağımlılıklarının çeşitli değişkenler açısından incelenmesi [Examination of digital game addiction of middle school students in terms of various variables]. Turkish Journal of Primary Education, 5(2), 133–154.
  • Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2011). Psychosocial causes and consequences of pathological gaming. Computers in Human Behavior, 27(1), 144–152. https://doi.org/10.1016/j.chb.2010.07.015
  • Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77–95. https://doi.org/10.1080/15213260802669458
  • Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274–283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31–49. https://doi.org/10.1023/A:1022214022478
  • Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95(2), 409–418. https://doi.org/10.1037/0022-0663.95.2.409
  • Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4), 464–514. https://doi.org/10.17763/haer.72.4.051388703v7v7736
  • Marković, S. R., Grbović, M. N., & Bogavac, D. S. (2024). School sports in the Balkan countries: A comparative study. Zbornik radova Pedagoškog fakulteta, Užice, 26, 311–324.
  • Marufoğlu, S., & Kutlutürk, S. (2021). Ortaokul öğrencilerinde dijital oyun bağımlılığının fiziksel aktivite ve uyku alışkanlıklarına etkisi [The effect of digital game addiction on physical activity and sleep habits among middle school students]. Bağımlılık Dergisi, 22(2), 114–122. https://doi.org/10.51982/bagimli.817756
  • Mehroof, M., & Griffiths, M. D. (2010). Online gaming addiction: The role of sensation seeking, self-control, neuroticism, aggression, state anxiety, and trait anxiety. Cyberpsychology, Behavior, and Social Networking, 13(3), 313–316. https://doi.org/10.1089/cyber.2009.0229
  • Mihara, S., & Higuchi, S. (2017). Cross-sectional and longitudinal epidemiological studies of Internet gaming disorder: A systematic review of the literature. Psychiatry and Clinical Neurosciences, 71(7), 425–444. https://doi.org/10.1111/pcn.12532
  • Ministry of National Education. (2020). Letter on the cancellation of social activities.
  • https://ogm.meb.gov.tr/meb_iys_dosyalar/2020_03/13133636_Sosyal_Etkinliklerin_Red_YazYsY.pdf
  • Ministry of National Education. (2025). Physical education, play and sport course curriculum. Directorate General for Curriculum Development. https://orgm.meb.gov.tr/meb_iys_dosyalar/2026_01/697c65fd66a31020651419_BEDEN_EGITIMI_OYUN_VE_SPOR_DERSI_OGRETIM_PROGRAMI.pdf
  • Ministry of Youth and Sports. (2021). 2021–2022 school sports activities implementation principles.
  • https://karayazi.meb.gov.tr/meb_iys_dosyalar/2021_11/09112609_sporr.pdf
  • Ministry of Youth and Sports. (2025a). 2025–2026 academic year school sports activities national competition calendar. https://spor.gsb.gov.tr/public/OkulSporlari/2026/3/5/TARIH%20BAZINDA_639083060479289670.pdf
  • Ministry of Youth and Sports. (2025b). 2025–2026 academic year school sports activities sports branch, age, and category table. General Directorate of Sports Services. https://spor.gsb.gov.tr/public/OkulSporlari/2025/9/24/2025-2026%20SPOR%20DALI,%20YAS,%20KATEGORI%20TABLOSU_638943217033844116.pdf
  • Nakip, C. (2025). Türkiye Yüzyılı Maarif Modeli ve beden eğitimi öğretim programı [The Türkiye Century Education Model and physical education curriculum]. In A. E. Sağın & S. Uğraş (Eds.), Beden eğitimi ve sporun pedagojik dönüşümü: Tarihsel süreçten Türkiye Yüzyılı Maarif Modeli’ne [The pedagogical transformation of physical education and sport: From historical process to the Türkiye Century Education Model] (pp. 95–104). Özgür Yayınları. https://doi.org/10.58830/ozgur.pub1027.c4121
  • Novrialdy, E., Nirwana, H., & Ahmad, R. (2019). High school students’ understanding of the risks of online game addiction. Journal of Educational and Learning Studies, 2(2), 113–119. https://doi.org/10.32698/0772
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
  • Otsuka, Y., Kaneita, Y., Itani, O., Matsumoto, Y., Jike, M., Higuchi, S., Kanda, H., Kuwabara, Y., Kinjo, A., & Osaki, Y. (2021). The association between internet usage and sleep problems among Japanese adolescents: Three repeated cross-sectional studies. Sleep, 44(12), zsab175. https://doi.org/10.1093/sleep/zsab175
  • Öcal, K., & Koçak, M. S. (2010). Okul sporlarının orta öğretim öğrencilerinin akademik başarı ve davranış gelişimine etkisi [The effect of school sports on academic achievement and behavioral development of secondary school students]. Mediterranean Journal of Educational Research, 7(1), 86–94.
  • Öcal, T., & Metin, S. N. (2022). Okul takımlarına katılan ve katılmayan ortaokul öğrencilerinin dijital oyun bağımlılığı ve akran ilişkilerinin incelenmesi [Examination of digital game addiction and peer relationships of middle school students participating and not participating in school teams]. Mediterranean Journal of Sport Science, 5(Special Issue 2), 727–737. https://doi.org/10.38021/asbid.1200554
  • Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.
  • Pehlivan, Z. (1998). Ders dışı okul spor etkinlikleri ve yeniden örgütlenmesi [Extracurricular school sports activities and their reorganization]. Hacettepe Spor Bilimleri Dergisi, 9(3), 11–31.
  • Pehlivan, Z. (2004). Fair-play kavramının geliştirilmesinde okul sporunun yeri ve önemi [The role and importance of school sports in the development of the concept of fair play]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 2(2), 49–53.
  • Pepe, K. (2011). A study on playing of computer games, class success and attitudes of parents to primary school students. Educational Research and Reviews, 6(9), 657–663.
  • Santos, J. C., & Sagas, M. (2023). Academic identity, school belongingness, athletic identity, and athletic expectations as predictors of academic and athletic time use of college athletes. Physical Culture and Sport, 100(1), 9–23. https://doi.org/10.2478/pcssr-2023-0015
  • Seçer, E., Esentürk, O. K., Yarayan, Y. E., İlhan, E. L., & Yıldıran, İ. (2025). The effect of epidemic anxiety on perceived stress level in the students of sport sciences faculty: The mediating role of intolerance of uncertainty. Mediterranean Journal of Sport Science, 8(3), 596–612. https://doi.org/10.38021/asbid.1742657
  • Serbest, Ö., Yüksek, S., Kural, B., & Ayan, V. (2025). Okul takımlarında spor yapan ve yapmayan erkek lise öğrencilerinin okula aidiyet duyguları ve akademik başarılarının karşılaştırılması [Comparison of school belonging and academic achievement of male high school students participating and not participating in school teams]. Kilis 7 Aralık Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 9(1), 56–67.
  • Sherry, J. L., Lucas, K., Greenberg, B. S., & Lachlan, K. (2006). Video game uses and gratifications as predictors of use and game preference. In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 213–224). Lawrence Erlbaum Associates.
  • 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
  • Tan, M. (2021). Okul sporlarına katılan öğrencilerin sosyal duygusal öğrenmeleri ile temel demokratik değer düzeylerinin incelenmesi [Examination of social-emotional learning and basic democratic values of students participating in school sports] [Unpublished doctoral dissertation]. Gazi University.
  • Tudor, M., & Ridpath, B. D. (2019). Does gender significantly predict academic, athletic career motivation among NCAA Division I college athletes? Journal of Higher Education Athletics & Innovation, 1(5), 122–147. https://doi.org/10.15763/issn.2376-5267.2018.1.5.122-147
  • Turan, S. (2020). Okul sporlarına katılan ortaöğretim öğrencilerinin beden eğitimine yatkınlıkları ve beden eğitimi dersindeki sportmenlik davranışlarının incelenmesi [Examination of physical education predispositions and sportsmanship behaviors of secondary school students participating in school sports] [Unpublished doctoral dissertation]. Sakarya University.
  • Tuğrul, H. (2021). Ortaöğretim öğrencilerinin okula bağlılıkları ile algılanan sosyal destek düzeyleri arasındaki ilişki [The relationship between school engagement and perceived social support levels of secondary school students] [Unpublished master’s thesis]. Karamanoğlu Mehmetbey University.
  • Tremblay, M. S., LeBlanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Connor Gorber, S. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 8, 98. https://doi.org/10.1186/1479-5868-8-98
  • Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5, 10. https://doi.org/10.1186/1479-5868-5-10
  • Valentine, G., & McKendrick, J. (1997). Children’s outdoor play: Exploring parental concerns about children’s safety and the changing nature of childhood. Geoforum, 28(2), 219–235. https://doi.org/10.1016/S0016-7185(97)00010-9
  • Yanık, M. (2018). Ortaöğretimde yapılan okul sporlarının öğrencilerin okula bağlılık düzeyine etkisi [the impact of school sports in secondary education on students' attachment to school]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 16(1), 73-78.
  • Yalçın, E. A. (2021). İnformal sporlar ve kentsel mekanlar [Informal sports and urban spaces]. Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 2(1), 1–11.
  • Yalçın-Irmak, A., & Erdoğan, S. (2016). Ergen ve genç erişkinlerde dijital oyun bağımlılığı: Güncel bir bakış [Digital game addiction in adolescents and young adults: A current overview]. Türk Psikiyatri Dergisi, 27(2), 128–137. https://doi.org/10.5080/u13407
  • Yazıcıoğlu Çalışan, H., Pekel, A. Ö., Yarayan, Y. E., & İlhan, E. L. (2021). Çocuklarda dijital oyun oynama tutumu: Yaz spor okuluna katılan çocuklar üzerine bir araştırma [Attitudes toward digital game playing in children: A study on children attending summer sports school]. Aksaray University Journal of Sport and Health Researches, 2(2), 124–135. https://doi.org/10.54152/asujshr.1028353
  • Yılmaz, A. (2019). Lise öğrencilerinin ders dışı sportif etkinliklere yönelik tutumları ile okula bağlanma durumlarının incelenmesi [Examination of high school students’ attitudes toward extracurricular sports activities and their levels of school engagement]. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 4(1), 50–63. https://doi.org/10.31680/gaunjss.518094
  • Wang, M.-T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement. Child Development, 83(3), 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x
  • Whiteside-Mansell, L., Weber, J. L., Moore, P. C., Johnson, D., Williams, E. R., Ward, W. L., & Phillips, B. A. (2015). School bonding in early adolescence: Psychometrics of the Brief Survey of School Bonding. The Journal of Early Adolescence, 35(2), 245–275. https://doi.org/10.1177/0272431614530808
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Ahmet Emre Fakazlı

Gönderilme Tarihi 5 Aralık 2025
Kabul Tarihi 16 Nisan 2026
Yayımlanma Tarihi 30 Nisan 2026
DOI https://doi.org/10.24106/kefdergi.1939395
IZ https://izlik.org/JA99HL59JC
Yayımlandığı Sayı Yıl 2026 Cilt: 34 Sayı: 2

Kaynak Göster

APA Fakazlı, A. E. (2026). An Examination of Middle School Students’ Digital Game Addiction and School Engagement Levels Based on the Variable of Participation in School Sports. Kastamonu Education Journal, 34(2), 383-407. https://doi.org/10.24106/kefdergi.1939395

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

10037