Akademik Veri Yönetim Sistemi
2th. International Congress on Recreation and Sport Management, Muğla, Türkiye, 11 - 14 Nisan 2019, ss.164-165
Introduction and Aim : In this study, it was aimed to investigate the differences in educational stress and happiness of secondary
school children with regard to some variables (gender, leisure participation etc).
Method : The sample group of this correlational study, 344 (51%) male, 330 female (49%), totally 674 (Mage=12.21±1.34)
secondary school students. The participants answered “Educational Stress Scale-ESS” (Çelik et al., 2014) and “School Children
Happiness Inventory-SCHI” which was adapted to Turkish population by Telef (2014). Descriptive statistics, MANOVA, ANOVA
and Pearson correlation Analysis were used to analyze data after testing basic assumptions of parametric test.
Findings : MANOVA results indicated that the main effect of the gender variable on the sub-dimensions of "ESS" were significant
and there were statistically significant differences in “press from study”, “workload” and “self-expectation” subscales. While females
had higher mean scores in “press from study” and “workload”, males had higher mean scores in “self-expectation” subscale.
Analysis indicated that the main effect of gender on the mean scores of “SCHI” were not significant. MANOVA analysis revealed
that participation type (active- passive) had no significant main effect on the mean scores of “ESS” and “SCHI”. However, the mean
scores of students in the “negative well-being” subscale of “SCHI” were differed statistically. Students who were actively
participated to leisure activities reported lower scores than passive participants. Additionally, MANOVA results indicated that the
main effect of physical activity participation status on the "ESS” were not significant but statistically significant on “SCHI”. There
were statistically significant differences in both subscales of “SCHI”. In addition, there was no statistically significant correlation
between the mean scores of "ESS" and "SCHI"s subscales.
Conclusion : As a result, while “pressure from study” was the most stressful factor for secondary school students, “worry about
grades” was the least stressful factor. In general, it can be concluded that passively participating to leisure activities increases the
negative well-being of students.
Keywords : Leisure - Educational Stress - Happiness