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Üniversite Öğrencilerinin Fiziksel Aktiviteye Katılım Motivasyonları, Dijital Oyun Oynama Tutumları ve Problem Çözme Düzeyleri Arasındaki İlişki / The Relationship Between University Students’ Physical Activity Participation Motivation, Digital Gaming Attitudes, and Problem-Solving Skills

Bu araştırmanın amacı, spor bilimleri fakültesi öğrencilerinin fiziksel aktiviteye katılım motivasyonları, dijital oyun oynama tutumları ve problem çözme düzeyleri arasındaki ilişkinin incelenmesidir. Bu araştırma, ilişkisel tarama modellerinden korelasyonel araştırma yöntemi ile desenlenmiştir. Araştırmaya, rastgele örnekleme yöntemlerinden basit tesadüfi örnekleme ile seçilen 272 (187 erkek, 85 kadın) spor bilimleri fakültesi öğrencisi katılmıştır. Araştırmada; Tekkurşun Demir ve Cicioğlu (2018) tarafından geliştirilen Fiziksel Aktiviteye Katılım Motivasyonu Ölçeği, Tekkurşun Demir ve Bozkurt (2019) tarafından geliştirilen Dijital Oyun Oynama Tutumu Ölçeği, Heppner ve Petersen (1982) tarafından geliştirilen ve Şahin, Şahin ve Heppner (1993) tarafından Türkçeye uyarlanan Problem Çözme Envanteri kullanılmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, Pearson momentler çarpımı korelasyonu ve çoklu doğrusal regresyon kullanılmıştır. Cronbach Alpha değerleri fiziksel aktiviteye katılım motivasyonu ölçeği için .91, dijital oyun oynama tutumu ölçeği için .85 ve problem çözme envanteri için .83 olarak hesaplanmıştır. Pearson momentler çarpımı korelasyonu analizi sonuçlarına göre fiziksel aktiviteye katılım motivasyonu ile dijital oyun oynama tutumu arasında negatif yönlik anlamlı bir ilişki; fiziksel aktiviteye katılım motivasyonu ile problem çözme becerileri arasında negatif yönlü anlamlı bir ilişki ve dijital oyun oynama tutumu ile problem çözme becerileri arasında pozitif yönlü anlamlı bir ilişki tespit edilmiştir. Çoklu doğrusal regresyon analizi sonuçlarına göre ise fiziksel aktiviteye katılımın ve dijital oyun oynama tutumlarının birlikte problem çözme düzeylerini yordadığı saptanmıştır. Fiziksel aktiviteye katılım motivasyonu arttıkça dijital oyun oynama tutumu düşmekte; dijital oyun oynama tutumu arttıkça problem çözme düzeyleri düşmekte ve fiziksel aktiviteye katılım motivasyonu arttıkça problem çözme düzeyleri artmaktadır. İyi planlanmış fiziksel aktivite sürecinin, öğrencilerin problem çözme becerilerini geliştirmede etkili olduğu söylenebilir.

Anahtar Kelimeler:

Dijital oyun, Fiziksel aktivite, Problem çözme, Üniversite öğrencileri

The Relationship Between University Students’ Physical Activity Participation Motivation, Digital Gaming Attitudes, and Problem-Solving Skills / Üniversite Öğrencilerinin Fiziksel Aktiviteye Katılım Motivasyonları, Dijital Oyun Oynama Tutumları ve Problem Çözme Düzeyleri Arasındaki İlişki

The aim of this study was to investigate the relationship between university students’ physical activity participation motivation, dijital gaming attitude and problem-solving skills. The study included 272 students from the Faculty of Sports Sciences (187 men and 85 women) who were chosen using a simple random sampling. Physical Acitivity Participation Motivation Scale developed by Tekkurşun Demir and Cicioğlu (2018), Digital Gaming Attitude Scale developed by Tekkurşun Demir and Bozkurt (2019) and Problem-Solving Inventory developed by Heppner and Petersen (1982) and adapted into Turkish by Şahin et al. (1993) were used as data collection tools. Frequency, percentage, mean, Pearson correlation coefficient, and multiple linear regression were used to analyse the data. The Cronbach’s Alpha values were calculated as .91 for physical activity participation motivation scale, .85 for digital gaming attitude scale, and .83 for problem solving inventory. The results of Pearson correlation analysis showed a negative significant relationship between physical activity participation motivation and digital gaming attitudes; a positive significant relationship between physical activity participation motivation and problem-solving skills; and a negative significant relationship between digital gaming attitudes and problem-solving skills. Multiple linear regression conducted led to the conclusion that digital gaming attitudes and physical activity participation motivation together predicted problem-solving levels. As the motivation to participate in physical activity increases, the attitude of playing digital games decreases; As the attitude to play digital games increases, problem solving levels decrease and as the motivation to participate in physical activity increases, problem solving levels increase. A well-planned physical exercise method can be claimed to be useful in developing students' problem-solving skills.

Keywords:

Digital gaming, Physical activity, Problem-solving, University students,

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