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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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    Relationships among social support, healthy lifestyle beliefs, physical literacy, and enjoyment of physical activity: a moderated mediation model
    (Frontiers Media Sa, 2025) Yucekaya, Mehmet Akif; Ugras, Sinan; Sagin, Ahmet Enes; Cetin, Arif; Iconomescu, Teodora-Mihaela; Talaghir, Laurentiu-Gabriel
    Objective This study aims to examine the relationships between social support, physical literacy, and healthy lifestyle beliefs in adolescents and to investigate the moderating effect of enjoyment of physical activities on these relationships.Method The study was conducted with the participation of 1,349 adolescents. The ages of the participants ranged between 10 and 14 years, and 49.6% were male (n = 669) and 50.4% were female (n = 680). Data were collected using the Healthy Lifestyle Belief Scale for Adolescents to measure adolescents' healthy lifestyle beliefs, the Perceived Physical Literacy Scale for Adolescents (PPLSA) to determine their physical literacy levels, the Social Support Scale in Physical Activities to assess the perception of social support, and the Enjoyment of Physical Activity Scale to measure the level of enjoyment of physical activities. The study tested the moderated mediation model for its association among the variables.Results The model developed in this study found social support in PA predicted health lifestyle beliefs, positively, and significantly. Social support and perceptions of a healthy lifestyle are moderated by physical literacy, research shows. A further analysis also found that the relationship between physical literacy and social support is moderated by enjoyment of physical activities. However, the association between social support and healthy lifestyle beliefs and between physical literacy and healthy lifestyle beliefs were not appreciably influenced by enjoyment in physical activity. The findings indicated that social support has a positive and significant effect on physical literacy and attitudes toward healthy lifestyle. Physical literacy was identified as a central contributor to improving adolescents' health habits by mediating the relationship between social support and conceptions of healthy living. However, the enjoyment of fitness did not matter in some situations, the study found. These results further illustrate the importance of promoting social support and physical literacy instruction to promote a wellness lifestyle adoption by adolescents. The possible long-term effects of feeling good about exercising in various settings, and for health-related habits, should receive more scrutiny.
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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 career concerns between career goal inconsistency, alienation and loneliness
    (Frontiers Media Sa, 2025) Ozman, Cemal; Ugras, Sinan; Sagin, Ahmet Enes; Yucekaya, Mehmet Akif; Eyuboglu, Ender; Daskesen, Sonay Serpil
    Uncertainty and inconsistency in career goals can weaken students' psychosocial adjustment. While the existing literature reports a link between this situation and loneliness and alienation from university, evidence on how these connections develop, particularly among sports science students, is limited. This study examined the mediating role of career concerns in the relationship between career goal inconsistency, loneliness, and university alienation. The study included 631 students from the sports science faculty in T & uuml;rkiye. Validated self-report scales were used to measure the variables. The mediation analysis was carried out through the JASP 0.16.4 statistical program using structural equation modelling and bootstrap procedures. The tested model was confirmed. Career goal inconsistency positively associated with career concerns (beta = 0.46, p < 0.001), loneliness (beta = 0.21, p < 0.001), and alienation from university (beta = 0.26, p < 0.001). Career concerns also associated with loneliness (beta = 0.17, p < 0.001) and alienation (beta = 0.15, p < 0.001). Indirect associations were significant for the paths from career goal inconsistency to loneliness (beta = 0.08, p < 0.001) and to alienation (beta = 0.07, p = 0.001) through career concerns. The explained variances were R-2 = 0.36 for career concerns, R-2 = 0.16 for loneliness, and R-2 = 0.20 for alienation. These findings suggest that inconsistencies in career goals are associated with increased students' career anxiety, loneliness, and alienation from university, both directly and indirectly. Therefore, it is important to provide career counselling and guidance services that reduce students' anxiety and strengthen their sense of belonging to the university, especially in fields such as sports sciences, where career paths are often uncertain.
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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.