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    Job-finding anxiety and burnout among university students in Türkiye: The mediating role of school alienation and the moderating role of gender
    (Tech Science Press, 2025) Aslan, Murat; Ugras, Sinan; Ates, Fatih; Akarsu, Mehmet; Akbuga, Taylan; Gullu, Mehmet; Mergan, Baris
    Although prior studies have examined job-finding anxiety, burnout, and school alienation individually, limited research has attempted to integrate these three constructs within a unified framework. This conceptual and contextual gap underscores the need to investigate these interrelations simultaneously, particularly among university students navigating heightened career uncertainties. The present study examined the mediating role of school alienation and the moderating role of gender in the relationship between university students' levels of job-finding anxiety and burnout. A total of 426 university students participated in the study, of whom 54.9% were male (n = 234) and 45.1% were female (n = 192) (Meanage = 23.00, SD = 2.34). The data were collected using the Sports Sciences Students' Job-Finding Anxiety Scale, the University Alienation Scale, and The Burnout Syndrome Inventory Short Version. To test for mediation effects, a simple mediation analysis was conducted, in which job-finding anxiety was treated as the independent variable, alienation as the mediator, and burnout as the dependent variable. Additionally, a conditional mediation analysis was carried out using the Generalized Linear Model module in Jamovi, with gender included as a moderator. Results from a conditional mediation analysis revealed significant positive relationships between job-finding anxiety, burnout, and school alienation among students in the faculty of sports sciences. Furthermore, school alienation was found to mediate the relationship between job-finding anxiety and burnout by transmitting a positive effect (higher job-finding anxiety -+/- higher school alienation -+/- higher burnout), and gender played a moderating role in this interaction such that the indirect path (jobfinding anxiety -+/- alienation -+/- burnout) was slightly stronger for women, whereas the direct path (job-finding anxiety -+/- burnout) was stronger for men. The results of the study were consistent with Conservation of Resources Theory (COR) because job-finding anxiety signals a threat to future resources, school alienation indicates reduced social and personal resources in the university context, and burnout reflects the consequences of continued resource loss. According to the findings, an increase in job-finding anxiety corresponds with a rise in burnout levels among students. The findings highlight the importance of fostering a sense of belonging and implementing gender-sensitive support programs in student counselling and development to reduce job-finding anxiety and burnout.
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    Perceived Bullying in Physical Education Classes, School Burnout, and Satisfaction: A Contribution to Understanding Children's School Well-Being
    (Mdpi, 2025) Ugras, Sinan; Sagin, Ahmet Enes; Yucekaya, Mehmet Akif; Temel, Cenk; Mergan, Baris; Couto, Nuno; Duarte-Mendes, Pedro
    Aim: This study examines the effects of peer bullying that middle school students experience in physical education classes on school burnout and school satisfaction to understand children's well-being in this important stage of their lives. Method: The study was conducted with 829 students from 5th, 6th, 7th, and 8th grades in T & uuml;rkiye of both genders (403 male, 426 female), with an age mean of 11.7 +/- 1.16 years old. Data were collected using the Physical Education Class Perceived Bullying Scale, developed by the researchers in the present study, along with the School Burnout Scale and the School Satisfaction Scale for Children. Structural equation modeling (SEM) was employed to analyze the data and examine the direct and indirect relationships between students' perception of bullying, school burnout and satisfaction. Results: The findings indicate that perceived bullying in physical education classes positively and significantly predicts school burnout (beta = 0.388, p < 0.001), while it negatively and significantly affects school satisfaction (beta = -0.122, p = 0.006). Moreover, significant positive relationships were found between perceived bullying and school burnout, and significant negative relationships were found between perceived bullying and school satisfaction. Conclusions: This study reveals that peer bullying in physical education classes significantly affects students' school burnout and satisfaction. These findings highlight the need for developing effective strategies to prevent bullying in educational settings and promote children's healthcare and well-being.
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    Positive attitudes toward physical activity and eating disorders in university students: the moderating role of gender
    (Bmc, 2025) Ugras, Sinan; Mergan, Baris; Yucekaya, Mehmet Akif; Sagin, Ahmet Enes; Ates, Fatih; Aykora, Emrah
    Background: Eating disorders affect both male and female populations worldwide. Previous studies suggest that attitudes toward physical activity may play a key role in their development. Understanding this relationship is essential for designing effective prevention and treatment strategies. In this study, positive attitudes toward physical activity refer to motivational and affective dispositions, such as valuing, enjoying, and being willing to engage in physical activity. The study aimed to explore the effects of such attitudes on various subdimensions of eating disorders, as well as the moderating role of gender in these associations. Methods: University students from different regions of Turkiye participated in the study (n = 609; age M = 21.0, SD = 1.95). The gender distribution was 49.9% females and 50.1% males. The gender distribution was 49.9% females (n = 304) and 50.1% males (n = 305). Data were collected with the Physical Activity Attitude Scale for Children and Adolescents and the Eating Disorder Scale-Short Form (EDE-Q-13). SEM and Jamovi MedMod moderation tests were used to analyze the data. Results: Positive attitudes toward physical activity did not significantly predict eating restraint (beta=-0.0865, z=-1.94, p >.05) or shape/weight over-evaluation (beta=-0.0836, z=-1.87, p >.05). However, they were significantly and inversely associated with body dissatisfaction (beta = -0.1788, z = -3.87, p <.001), bingeing (beta = -0.3201, z = -6.75, p <.001), and purging (beta = -0.4591, z = -9.58, p <.001). Based on the positive and significant result of the PAPA * gender interaction (B = 0.387, p <.05), gender appears to play a moderating role in the associations between physical activity attitudes and eating disorder symptoms. Conclusions: Our results indicated that while positive attitudes toward physical activity did not significantly influence eating restraint, shape or weight overevaluation, they might have suppressive effects on body dissatisfaction, bingeing, and purging. Additionally, positive attitudes toward physical activity affected female and male participants differently. These findings may inform health promotion and physical activity interventions in university settings.
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    The effect of pessimism on mental health and tendency to physical violence: The mediating role of psychological strain
    (Elsevier, 2025) Yucekaya, Mehmet Akif; Ugras, Sinan; Sagin, Ahmet Enes; Mergan, Baris; Temel, Cenk; Aslan, Murat
    This study examines the relationships between psychological strain, mental health, pessimism, and physical violence tendencies in athletes. The sample for the study consists of a total of 600 athletes, including 362 women and 238 men who participate in team sports in the university league. Structural equation modelling was used to test the hypotheses. The findings indicate a negative and significant relationship between pessimism and athletes' mental health, while no direct significant relationship was observed with physical violence tendencies. Furthermore, it has been determined that psychological strain acts as a mediating variable in the relationships between pessimism, athletes' mental health, and physical violence tendencies. These findings point to the importance of psychological support and stress management interventions aimed at protecting athletes' mental health and reducing their physical violence tendencies. The research offers important implications for future studies and applications in the field of sports psychology.
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    The mediating role of physical education course interest in the relationship between perceived autonomy support, feedback, and school attachment
    (Frontiers Media Sa, 2025) Sagin, Ahmet Enes; Yucekaya, Mehmet Akif; Ugras, Sinan; Mergan, Baris; Temel, Cenk; Duran, Muhsin; Duarte-Mendes, Pedro
    Introduction Students' sense of school attachment is crucial for their academic success and emotional well-being. Previous studies have shown that autonomy-supportive behaviors and constructive feedback from teachers can positively affect students' motivation and participation, especially in physical education (PE) classes. However, limited research has examined the mediating role of students' interest in PE in the relationship between teacher support and school attachment. This study investigates the mediating role of physical education course interest in the relationship between perceived autonomy support and perceived teacher feedback and students' overall school attachment.Methods A total of 560 middle school students in T & uuml;rkiye participated in this study. The study utilized validated scales to assess perceived autonomy support, teacher feedback, interest in PE, and school attachment. Structural Equation Modeling (SEM) and mediation analyses were conducted using JASP software, with bootstrap methods applied to test indirect effects.Results Findings revealed that both perceived autonomy support and teacher feedback positively and significantly predicted school attachment. Interest in PE was found to mediate the relationship between these variables and school attachment. Specifically, perceived autonomy support and feedback increased students' interest in PE, which in turn enhanced their sense of attachment to school.Conclusion The study highlights the crucial role of autonomy-supportive teaching and constructive feedback in strengthening students' interest in PE and promoting school attachment. Teachers who foster a supportive learning climate can significantly enhance students' educational engagement and emotional connection to school.