Perceived Bullying in Physical Education Classes, School Burnout, and Satisfaction: A Contribution to Understanding Children's School Well-Being

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dc.authorid0000-0001-5055-2696
dc.authorid0000-0001-8529-5546
dc.authorid0000-0003-0792-1497
dc.authorid0000-0001-6777-085X
dc.contributor.authorUgras, Sinan
dc.contributor.authorSagin, Ahmet Enes
dc.contributor.authorYucekaya, Mehmet Akif
dc.contributor.authorTemel, Cenk
dc.contributor.authorMergan, Baris
dc.contributor.authorCouto, Nuno
dc.contributor.authorDuarte-Mendes, Pedro
dc.date.accessioned2026-02-03T12:00:00Z
dc.date.available2026-02-03T12:00:00Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractAim: 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.
dc.description.sponsorshipFCT-Foundation for Science and Technology [UID/04045]
dc.description.sponsorshipNational Funds by FCT-Foundation for Science and Technology
dc.description.sponsorshipThis work was funded by National Funds by FCT-Foundation for Science and Technology under the following project UID/04045: Research Center in Sports Sciences, Health Sciences, and Human Development.
dc.identifier.doi10.3390/healthcare13111285
dc.identifier.issn2227-9032
dc.identifier.issue11
dc.identifier.pmid40508898
dc.identifier.scopus2-s2.0-105007820071
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.3390/healthcare13111285
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34468
dc.identifier.volume13
dc.identifier.wosWOS:001506524300001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherMdpi
dc.relation.ispartofHealthcare
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectphysical education
dc.subjectpeer bullying
dc.subjectschool burnout
dc.subjectschool satisfaction
dc.subjectwell-being
dc.titlePerceived Bullying in Physical Education Classes, School Burnout, and Satisfaction: A Contribution to Understanding Children's School Well-Being
dc.typeArticle

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