Sources of Social Support in Physical Activity Participation: The Moderating Effect of Gender

Yıl 2019, Cilt: 6 Sayı: 3, 80 - 88, 01.09.2019

Ersin Eskiler Hüseyin Fatih Küçükibiş

https://doi.org/10.17220/ijpes.2019.03.009

Öz

The aim of this study was to investigate the relationship between sources of social support and motivation and the moderating effect of gender on this relationship for physical activity participation in adolescents. The research data were obtained from a total of 670 adolescents who were selected by convenience sampling method among secondary and high school students studying in Ankara, Bursa and Istanbul. As a data collection tool, the Physical Activity Participation Motivation Scale PAPMS developed by Tekkurşun Demir and Cicioğlu 2018 and consisted of 16 items and 3 sub-dimensions, was used. In order to determine the social support perceptions in physical activities of the students in the research, Social Support Scale for Physical Activity in Adolescents SSSPA which was developed by Farias Junior 2014 and adapted to Turkish language by Küçükibiş 2019 and consisted of 10 items and 2 sub-dimensions, was used. In this study, relational screening model, one of the quantitative research methods, was used. The research was carried out in accordance with the cross-sectional survey design. The data obtained were evaluated by SPSS 21.0. Correlation analysis showed that there was a positive relationship between physical activity participation and participants' motivation to participate in physical activity and their perceptions of parent and peer social support. Also, even though there was no statistically significant effect on physical activity participation motivation of gender interaction with perception of parental social support t=1.36, p>.05 , it was identified that peer social support perception and gender interaction had statistically significant effect on physical activity motivation t=1.99, p

Anahtar Kelimeler

Motivation, Physical Activity, Social Support

Kaynakça

• Akbaba, S. (2006). Eğitimde motivasyon. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (13), 343‐361.
• Anderssen, N., & Wold, B. (1992). Parental and peer influences on leisure‐time physical activity in young adolescents. Research quarterly for exercise and sport, 63(4), 341‐348. doi: 10.1080/02701367.1992.10608754
• Aznar‐Lain, S., & Webster, T. (2007). Physical activity and health in children and adolescents: A guide for all adults involved in educating young people. Ministerio de Educación y Ciencia/Ministério de Sanidad y Consumo.
• Bailey, R., Wellard, I., & Dismore, H. (2005). Girls and physical activities: A summary review. Education and Health, 23, 3‐5.
• Çelik, G., Tahiroğlu, A., & Avcı, A. (2008). Structural and neuro‐chemical changes of brain in adolescence. Turkish Journal of Clinical Psychiatry, 11(1), 42‐47.
• Cirik, I., Oktay, A., & Fer, S. (2014). Perceived social support levels of elementary school students. Education and Science, 39(173), 170‐181.
• Cleland, V., Venn, A., Fryer, J., Dwyer, T., & Blizzard, L. (2005). Parental exercise is associated with Australian children’s extracurricular sports participation and cardiorespiratory fitness: A cross‐sectional study. Int J Behav Nutr Phys Act, 2(3), 1‐9. doi: 10.1186/1479‐5868‐2‐3
• Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300‐315. doi: 10.1097/00006842‐197609000‐00003
• Colly, A., Berman,E.,& Van Milligen, L.(2006). Age and gender differences in young people’s perception of sport participants. Journal of applied social psychology, 35(7), 1440‐1 454.
• Coşkun, R., Altunışık, R., & Yıldırım, E. (2017). Sosyal bilimlerde araştırma yöntemleri. SPSS uygulamalı. Sakarya: Sakarya Kitabevi.
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
• Cüceloğlu, D. (2005). İnsan ve davranışı ‐ Psikolojinin temel kavramları (14. Basım). İstanbul: Remzi Kitabevi.
• Daigle, K. G. (2003). Gender differences in participation of physical activities: a comprehensive model approach. LSU Doctoral Dissertations
• Derman, O. (2008). Ergenlerde psikososyal gelişim. Adolesan Sağlığı II Sempozyum Dizisi, 63, 19‐21.
• Eccles, J. S., Wigfield, A., Harold, R., & Blumenfield, P. B. (1993). Age and gender differences in children’s self‐ and task perceptions during elementary school. Child Development, 64(3), 830‐847. doi: 10.2307/1131221
• Egli, T., Bland, H. W., Melton, B. F., & Czech, D. R. (2011). Influence of age, sex, and race on college students’ exercise motivation of physical activity. Journal of American College Health, 59, 399‐406. doi: 10.1080/07448481.2010.513074
• Farias Júnior, J. C. D., Mendonça, G., Florindo, A. A., Barros, M. V. G. D. (2014). Reliability and validity of a physical activity social support assessment scale in adolescents‐ASAFA scale, Revista Brasileira de Epidemiologia, 17(2), 355‐370. doi: 10.1590/1809‐4503201400020006ENG
• Gao, Z., & Xiang, P. (2008). College students’ motivation toward weight training: An application of expectancy‐value model. Journal of Teaching in Physical Education, 27, 399‐415. doi: 10.1123/jtpe.27.3.399
• Gaskin, J. (2016). Excel Stat Tools. Gaskinationʹs statistics. (Retrieved May 18, 2019, from) http://statwiki.kolobkreations.com/index.php?title=Main_Page.
• Gaskin, J. (2016a). My Group Differences. Gaskinationʹs statistics. (Retrieved May 6, 2018, from) http://statwiki.kolobkreations.com.
• Gustafson, S.L., & Rhodes, R.E. (2006). Parental correlates of physical activity in children and early adolescents. Sports Med, 36(1), 79‐97.
• Hunuk, D., Ozdemir, R. A., Yildirim, G., & Asci, H. (2013). The role of perceived social support on physical activity participation of 6th to 8th Grade Students. Education and Science, 38(170), 3‐18.
• Kaplan, Y., Çetinkaya, G. (2015). Socialization via sport‐ Process of re‐socialization. International Journal of Sport Culture and Science, 2 (2), 120‐125. doi: 10.14486/IJSCS183
• Koç, M., (2004). Gelişim psikolojisi açısından ergenlik dönemi ve genel özellikleri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(17), 231‐238.
• Küçük, V., & Koç, H. (2004). Relationship between human and sports in psychosocial development process. Dumlupınar University Journal of Social Science, (10), 1‐12.
• Küçükibiş, H. F., & Eskiler, E . (2019). Social support scale in physical activities: Turkish adaptation, validity and reliability study. Journal of Economics and Administrative Sciences, Accepted.
• Lauderdale, M. E., Yli‐Piipari, S., Irwin, C. C., & Layne, T. E. (2015). Gender differences regarding motivation for physical activity among college students: A self‐determination approach. The Physical Educator, 72(5), 173‐172. doi: 10.18666/TPE‐2015‐V72‐I5‐4682
• Maslow, A. H. (1970). Motivation and Personality. New York: Harper and Row.
• Mendonça, G., & Farias Júnior, J. C. D. (2015). Physical activity and social support in adolescents: analysis of different types and sources of social support. Journal of sports sciences, 33(18), 1942‐1951. doi: 10.1080/02640414.2015.1020842
• Molloy, G. J., Dixon, D., Hamer, M., & Sniehotta, F. F. (2010). Social support and regular physical activity: Does planning mediate this link? British Journal of Health Psychology, 15(4), 859–870. doi: 10.1348/135910710X490406
• Oliveira, A. J., Lopes, C. S., Rostila, M., Werneck, G. L., Griep, R. H., Leon, A. C., & Faerstein, E. (2014).Gender differences in social support and leisure‐time physical activity. Revista de Saúde Pública, 48(4), 602‐612. doi: 10.1590/S0034‐8910.2014048005183
• Rintaugu, G. E., & Ngetich D. K. E. (2012). Motivational gender differences in sport and exercise participation among university sport science students. Journal of Physical Education and Sport, 12(2), 180‐187.
• Ryan, R. M., Fredrick, C. M., Lepes, D., Rubio, N., & Sheldon, K. M. (1997). Intrinsic motivation and exercise adherence. International journal of sport psychology, 28, 335‐354.
• Şahan, H., (2008). Üniversite öğrencilerinin sosyalleşme sürecinde spor aktivitelerinin rolü. Karamanoğlu Mehmetbey Üniversitesi Sosyal ve Ekonomik Araştırmalar Dergisi, 2008 (2), 248‐266.
• Şahin, Ş., & Özçelik, Ç. (2016). Ergenlik dönemi ve sosyalleşme. Cumhuriyet Hemşirelik Dergisi, 5(1), 42‐49.
• Sallis, J. F. (1993). Epidemiology of physical activity and fitness in children and adolescents. Critical reviews in food science and nutrition, 33(4‐5), 403‐408. doi: 10.1080/10408399309527639
• Sallis, J. F. (2000). Age‐related decline in physical activity: a synthesis of human and animal studies. Medicine and science in sports and exercise, 32(9), 1598‐1600. doi: 10.1097/00005768‐200009000‐00012
• Sallis, J. F., Taylor, W. C., Dowda, M., Freedson, P., & Pate, R. (2002). Correlates of vigorous physical activity for children in grades 1 through 12: comparing parent‐reported and objectively measured physical activity. Pediatric exercise science, 14(1), 30‐44. doi: 10.1123/pes.14.1.30
• Salvy, S. J., Roemmich, J. N., Bowker, J. C., Romero, N. D., Stadler, P. J., & Epstein, L. H. (2008). Effect of peers and friends on youth physical activity and motivation to be physically active. Journal of pediatric psychology, 34(2), 217‐225. doi: 10.1093/jpepsy/jsn071
• Slater, A., & Tiggemann, M. (2011). Gender differences in adolescent sport participation, teasing, self‐ objectification and body image concerns. Journal of adolescence, 34(3), 455‐463. doi: 10.1016/j.adolescence.2010.06.007
• Taşmektepligil, M.Y., & İmamoğlu O. (1996). The affects of the cultural structure on sports in Turkey. Gazi Journal of Physical Education and Sport Sciences, 1(1), 41‐51.
• Tekkurşun Demir, G., & Cicioğlu, H. İ. (2018). Motivation scale for participation in physical activity (MSPPA): A study of validity and reliability. Journal of Human Sciences, 15(4), 2479‐2492. doi: 10.14687/jhs.v15i4.5585
• Tekkurşun Demir, G., & İlhan, E. L. (2019). Motivation for participation in sports: a research on the visually impaired athletes. Gaziantep University Journal of Sport Science, 4(1), 157‐170. doi: 10.31680/gaunjss.525455
• Traş, Z., & Arslan, E. (2013). An investigation of perceived social support and social self‐efficacy in adolescents. Elementary Education Online, 12(4), 1133‐1140.
• Trost, S.G., & Pate, R.R. (1999). Physical activity in children and youth. In Lifestyle Medicine, J. M. Rippe (Ed.). Malden, MA: Blackwell Science, 663‐673.
• Trost, S.G., Sallis, J.F., Pate, R.R., Freedson, P.S., Taylor, W.C., & Dowda, M. (2003). Evaluating a model of parental influence on youth physical activity. Am J Prev Med, 25(4), 277‐282. doi: 10.1016/S0749‐ 3797(03)00217‐4
• Tulunay Ateş, Ö. (2016). Examination of the relationship between the social support and the motivational orientation perceived by secondary school students using structural equation model. Kalem International Journal of Education and Human Sciences, 6(2), 357‐386.
• Vietze, D. L., Daiute, C., & Dow, E. (2010). Encyclopedia of Adolescence, 341‐351, Elseiver Pres.
• Wellard, I. (2011). Girls and physical activities: An update. Education and Health, 29(3), 46–50.
• Wilkinson, C., & Bretzing, R. (2011). High school girls’ perceptions of selected fitness activities. Physical Educator, 68(2), 58–65.
• Xiang, P., Lee, A., & Williamson, L. (2001). Conceptions of ability in physical education: Children and adolescents. Journal of Teaching in Physical Education, 20(3), 282‐294. doi: 10.1123/jtpe.20.3.282
• Yetim, A. (2000). Social aspects of sport. Gazi Journal of Physical Education and Sport Sciences, 5(1), 63‐72.