Examination of Leisure Motivation and Students to Participate in Leisure Activities in Terms of Various Variables
Author :
Abstract
Positive use of leisure time has many personal and social benefits. The approaches of students studying in secondary schools and high schools to use of leisure time is very important depending on the fact that leisure time of students is quite more at that period of life. Personal Information Form and Leisure Motivation Scale (LMS) were applied to a total of 493 students of which 296 were from Istanbul and 197 from Bursa consisting of 244 male high school and secondary school students (49.5%) and 249 females (50.5%). The personal opinions of students who participated in this questionnaire about leisure activities and facilities are not satisfactory. As significant differences were found between amotivation (t=2.856; P>0.01), and external regulation (t= 5.416; P<0.05); any significance could not be found for the sub-scales of 'accomplishment', 'knowledge', 'stimulation', 'identified regulation' and 'introjected regulation' according to the findings related to the sub-scales of the Leisure Motivation Scale. Significant differences were found for the sub-scales of Leisure Time Motivation Scale considering 'accomplishment' (F=5.644; P>0.05), 'knowledge' (F=7.794; P>0.05), 'amotivation' (F= 5.341; P>0.05), 'introjected regulation' (F= 3.198; P>0.05) and 'identified regulation' (F= 4.581; P>0.05) according to the findings of the study.
Keywords
Abstract
Positive use of leisure time has many personal and social benefits. The approaches of students studying in secondary schools and high schools to use of leisure time is very important depending on the fact that leisure time of students is quite more at that period of life. Personal Information Form and Leisure Motivation Scale (LMS) were applied to a total of 493 students of which 296 were from Istanbul and 197 from Bursa consisting of 244 male high school and secondary school students (49.5%) and 249 females (50.5%). The personal opinions of students who participated in this questionnaire about leisure activities and facilities are not satisfactory. As significant differences were found between amotivation (t=2.856; P>0.01), and external regulation (t= 5.416; P<0.05); any significance could not be found for the sub-scales of 'accomplishment', 'knowledge', 'stimulation', 'identified regulation' and 'introjected regulation' according to the findings related to the sub-scales of the Leisure Motivation Scale. Significant differences were found for the sub-scales of Leisure Time Motivation Scale considering 'accomplishment' (F=5.644; P>0.05), 'knowledge' (F=7.794; P>0.05), 'amotivation' (F= 5.341; P>0.05), 'introjected regulation' (F= 3.198; P>0.05) and 'identified regulation' (F= 4.581; P>0.05) according to the findings of the study.
Keywords
- A. Richter, (2006) Intemporal consistency of predictors of student performance: evidence from a business administration program, Journal of Education for Business, 82, November/December, 88-93.
- A. Sulaiman, and S. Mohezar, (2006) Student Success Factors: Identifying Key Predictors, Journal of Education for Business, vol. 81, July/August, 328-333.
- Abouserie, R. (1995). Self-esteem and achievement motivation as determinants of students’ approaches to studying, Studies in Higher Education, 20(1), 19-26.
- Afzal, H., Ali, I., Khan, M. A. & Hamid, K. (2010). A study of university students’ motivation and its relationship with their academic performance. International Journal of Business and Management, 5 (4), 80-88. http://dx.doi.org/10.3926/jiem.906
- Akandere M, Özyalvaç N.T., Duman S. (2010). Ortaöğretim öğrencilerinin beden eğitimi dersine yönelik tutumları ile akademik başarı motivasyonlarının incelenmesi (Konya Anadolu lisesi örneği). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 24.
- Aslan, K. &AslanN., (2001) Boş zaman değerlendirmede çevre faktörü, Ege Eğitim Dergisi, 1, 1-12.
- Astin, A. W. (1984). Student involvement: A developmental theory for higher education, Journal of College Student Personnel, 25, 297-308.
- Bakker FC,( 1990 )Whiting HTA, Van der brug H. sport psychology: Concepts and applications. NewYork, John Wiley and Sons.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Broussard, S. C. (2002). The relationship between classroom motivation and academic achievement in first and third graders. Unpublished masters thesis. Louisiana State University.
- Brown, B., Frankel, B.G., (1993). Activity through the years: Leisure, leisure satisfaction and life satisfaction, Sociology of Sport Journal, 10, 1-17.
- Brown, B.B.& Steinberg, L. (1991). Non instructional influences on adolescent engagement and achievement. Madison, WI: National Center on Effective Secondary Schools. (ERIC Document Reproduction Service No.340614).
- By Field, Tiffany; Diego, Miguel; Sanders, Christopher E. (2001). Exercise is positively related to adolescents' relationships and academics. Academic Journal Article from Adolescence, 36, No. 141.
- Chowdhury, A., & Pati, C. (1997). Effect of Selected Family Variables on Social Preference, Academic Achievement and Self-Concept of Elementary School Children, Early Child Development and Care, 137(1), 33-143.
- Coakley, J. (2003). Sport in society: Issues and controversies. (8th ed.). St Louis: McGraw-Hill.
- Collins, C. J., Hanges, P. J., & Locke, E. A. (2004). The Relationship of achievement Motivation to Entrepreneurial Behavior: A Meta-Analysis, Cornell University ILR School DigitalCommons@ILR, 17: 1, 95117.
- D. A. Yousef,(2009) Success in an introductory operations research course, International Journal of Educational Management, 23,421-430. http://dx.doi.org/ 101207/S15327043HUP1701-5
- Deci EL, Ryan RM. (1985) Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
- Elliot, A. J., & McGregor H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80 501-519. http://dx.doi.org/ 10.1037/0022-3514.80.3.501.
- Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators (Technical Report No. 5). Eugene: University of Ore¬gon, National Center to Improve the Tools of Educators (ERIC Document Reproduction Service No. ED386853).
- Foltz, R.A. (1992). Academic achievement of student athletes. Unpublished master’s thesis, Fort Hays State University, Fort Hays, KS.
- Fortes, P. Carolyne., Rodrigues, G. & Tchantchane, A. (2010), 'Investigation of academic and athletic motivation on academic performance among university students', International Proceedings of Economics Development and Research, vol. 2, pp. 181-185.
- Guinn, B., (1999) Leisure Behaviour Motivation and the Life Satisfaction of Retired Persons, Activities, Adaptation & Aging, 23(4), p.p. 13-20,.
- Gungormus, H.A., (2012) The study of validity and reliability of Turkish version of leisure motivation scale, Energy Education Science and Technology Part B: Social and Educational Studies, 4(3), p.p. 1209-1216
- Hamer, M., Karageorghis, S.P. & Vlachopoulos, S.P., (2002), Motives for exercise participation as predictors of exercise dependence among endurance athletes. Journal of Sport Medicine and Physical Fitness,; 42(2): 233-239.
- Heo, J., Lee, Y., (2010), Serious leisure, health perception, dispositional optimism, and life satisfaction among senior games participants, Educational Gerontology, 36, p.p. 112-126. http://dx.doi.org/10.1080/03601270903058523
- Herbert D. (1999) Simons Derek Van Rheenen Martin V. Covington (1999). Academic motivation and the student athlete Journal of College Student Development. March/April, 40, 2.
- Huang, C.Y., Carleton, B., (2003 ). The relationships among leisure participation, leisure satisfaction, and life satisfaction of college students in Taiwan, Journal of Exercise Science and Fitness, 1(2), 129-132.
- J. L. G. Gayles, (2004) Examining academic and athletic motivation among student athletes at a division University, Journal of College student Development, vol. 45, January/February, 75-83.
- J. L. G. Gayles, (2005), The factor structure and reliability of the student athletes' motivation toward Sports and academic guestionnaire (SAMSAQ), Journal of College Student Development, vol. 46, May/June, 317327.
- Jergovic, D. (2001). The impact of athletic participation on the academic achievement of American adolescents. Unpublished doctoral dissertation, Loyola University, Chicago, IL.
- K. H. Chee, N. W. Pino and W. L. Smith, (2005), “Gender Differences in the Academic Ethic and Academic Achievement,” 39, September, 2005, 604-618.
- K. L. Whittingham, "Impact of personality on academic performance of MBA students: gualitative versus Quantitative courses," Decision Sciences Journal of Innovative Education, vol. 4, July 2006, pp. 175-190.
- Karaküçük, S. & Gürbüz, B., (2007), Rekreasyon ve Kent(li)leşme. Gazi Kitabevi, Ankara.
- Lueptow, L. B., & Kayser, B. D. (1973). Athletic involvement, academic achievement, and aspiration, Sociological Focus, 7, 24-36.
- M. J. Schniederjans, and E. B. Kim,(2005), Relationship of student undergraduate achievement and personality characteristics in a total web-based environment: an empirical study, decision sciences Journal of Innovative Education, 3, 205-221,
- Managan, J. (2002). Reformers, Sport, Modernizers: Middle-Class Revolutionaries. London: Frank Cass.
- Marsh, H. (1993). The effects of participation in sport during the last two years of high school. Sociology of Sport Journal, 10, 8-43.
- McClelland, D.C. (1961). The achieving society. Princeton, New Jersey: Van Nostrand.
- McClelland, D.C., & Winter, D.G. (1969). Motivating economic achievement. New York: Free Press.
- Means, L.E., (1973). Intramurals. Their Organization And Administration. Second Edition. Prentice- Hall, Inc. Englewood Cliffs, New Jersey, s.17.
- Mouton, S.& Hawkins, J. (1996). School attachment:Perpectives of low-atteched high school students. Educational Psychology,16(3),pp.297-305.
- Mutlu (2008). Egzersiz yapan kişilerin boş zamanlarına yönelik tutumları üzerine bir araştırma kayseri ili örneği. (Yayınlanmamaış yüksek lisans tezi). Niğde Üniversitesi, Sosyal Bilimler Enstitüsü.
- Mutlu, İ., Yılmaz, B., Güngörmüş, H.A., Sevindi, T., Gürbüz, B., (2011). Bireyleri rekreasyonel amaçlı egzersize motive eden faktörlerin çeşitli değişkenlere göre karşılaştırılması. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13(1), 54-61.
- Nimrod, G., (2007), Retirees’ Leisure: activities, benefits, and their contribution to life satisfaction, Leisure Studies, 26(1), 65-80
- Özyalvaç N T., (2010) “Ortaöğretim öğrencilerinin beden eğitimi dersine yönelik tutumları ile akademik başarı motivasyonlarının incelenmesi (Konya Anadolu Lisesi Örneği)” Selçuk Üniversitesi Sağlık Bilimler Enstitüsü,Yüksek Lisans Tezi
- P. F. Casanova, M. C. G. Linares, M. de la Torre and M. dV. Carpio, (2005) Influence of Family and Socio- Demographic Variables on Students with Low Academic Achievement, Educational Psychology, 25, 423
- Pascarella, E. T., Bohr, L., Nora, A., & Terenzini, P. T. (1995). Intercollegiate athletic participation and freshman-year cognitive outcomes. Journal of Higher Education, 66, 369- 387
- Peklaj, C. & Levpušček, M. P. (2006). Student motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology. 31. Association of Teacher Education in Europe ATTE.
- Pelletier, L.G., Vallerand, R.J., Brière, N.M., & Blais, MR. (1989). Construction et validation de l'Échelle de motivation vis-à-vis les Loisirs (EML). Communication présentée au congrès annuel de la SQRP, Ottawa, ON, 28 octobre. Résumé des communications, p.146.
- Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning components of classroom academic perfor¬mance, Journal of Educational Psychology, 82 (1), 33-40.
- Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice-Hall.
- Poulsen, A.A, Ziviani, J.M., Johnson, H., Cuskelly, M., (2008) Loneliness and life satisfaction of boys with developmental coordination disorder: The impact of leisure participation and perceived freedom in leisure, Human Movement Science, 27, 325-343. http://dx.doi.org/ 10.1016/j.humov.2008.02.004
- Poulsen, A.A., Ziviani, J.M., Cuskelly, M., (2006) General self-concept and life satisfaction for boys with differing levels of physical coordination: The role of goal orientations and leisure participation, Human Movement Science, 25, 839-860
- R. G. Brookshire, and S. W. Palocsay, (2005) Factors contributing to the success of undergraduate business students in management science courses, decision sciences Journal of Innovative Education, vol. 3, 99-108.
- Renchler, R. (1992). Student motivation, school culture, and academic achievement. ERIC/CEM Trends and Issues Series, Number 7, USA.
- Rhodes R.E., Dean R.N. (2009) Understanding Physical Inactivity: Prediction of Four Sedentary Leisure Behaviors. Leisure Sciences; 31(2): 124-135.
- Rockafellow BD, Saules KK., (2006) Substance use by college students: The role of intrinsic versus extrinsic motivation for athletic involvement. Psychology of Addictive Behaviors.;20:279–287
- Sarıbaş, Ö., (2014). Sarıbaş, Ö., (2014) Kişilik Tiplerine ve Demografik Özelliklere Göre Boş Zaman Değerlendirme ve Rekreasyon Faaliyetlerine Katılımı Etkileyen Unsurlar: Üniversite Öğrencilerine Yönelik Bir Uygulama, proceeding of: 13. Ulusal Turizm Kongresi, May 2014, Antalya
- Scheuermann, B. (2000). Curricular and instructional recom¬mendations for creating safe, effective, and nurturing school environments for all students. In L. M. Bullock & R. A. Gabel (Eds.), Positive academic and behavioral supports: creating safe, effective, and nurturing schools for all students. Norfolk, VA: Council for Children with Behavioral Disorders (ERIC Docu¬ment Reproduction Service No: ED457628).
- Şener, A., Terzioğlu, R.G., Karabulut, E. (2007), Life Satisfaction and Leisure Activities during Men’s Retirement: A Turkish Sample, Aging & Mental Health, 11(1), p.p. 30-36
- Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & TechnologyEducation, 3(2), 154.
- Torkildsen, G. (1992). Leisure And Recreation Management, Third Edition, s. 25.
- Tsai EH.(2005), A cross-cultural study of influence of perceived positive outcome on participation in regular active recreation: Hong Kong and Australian University Students. Leisure Sciences,27(5): 385-404.
- Wang, J., & Lin, E. (2008). An alternative interpretation of the relationship between self-concept and mathematics achievement: comparison of Chinese and US students as a context, Evaluation & Research in Education, 21: 3,154-174.
- Weiner, B. (1986). An attritional theory of motivation and emotion. New York: Springer-Verlag.
- Wilkins, N. J. (2006). Why try? Achievement motivation and perceived academic climate among latino youth, Unpublished Master’s Thesis. Georgia State University.
- Woollfolk, A. (2004). Educational psychology. Boston, MA: Allyn & Bacon.
- Yazıcı, H., (2009), Öğretmenlik mesleği, motivasyon kaynakları ve temel tutumlar: kuramsal bir bakış Kastamonu Eğitim Dergisi, 17/1,33.
- Yerlisu Lapa, T., Ağyar, E., Bahadır, Z., (2012). Yaşam tatmini, serbest zaman motivasyonu, serbest zaman katılımı: beden eğitimi ve spor öğretmenleri üzerine bir inceleme (Kayseri ili örneği). Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, X (2) 53-59.