Abstract
The aim of this article was to examine the perceived life satisfaction and social support levels of the vocational high school students according to active participation in sports activities with respect to some variables, and determine the relation between certain variables and involvement in sports. The study group of the research consisted of 554 students studying at various vocational high schools for hearing impaired during the 2014-2015 education year. The sample was composed of 327 male (60.1% of the sample) and 217 female (39.9% of the sample) students. “Personal Information Form”, “Multidimensional Scale of Perceived Social Support (MSPSS)” developed by G. D. Zimet, Dahlem, S. G. Zimet, and Farley (1988) and adapted to Turkish by Eker, Akar, and Yaldız (2001), and “The Satisfaction With Life Scale (SWLS)” developed by Diener, Emmons, Larsen, and Griffin (1985) and adapted to Turkish by Köker (1993), were used for data collection. The statistical methods and tools used for data evaluation were descriptive statistics, T-Tests for independent groups, one-way analysis of variance (one-way ANOVA), multi-way analysis of variance (multi-way ANOVA) and Tukey’s multiple comparison test. In order to determine the relationship between dependent variables, Pearson Correlation Test and Regression Test were administered. Based on the findings of study, the study group members tended to have over moderate social support and life satisfaction levels and there was a moderately positive correlation between the social support and life satisfaction levels. The perceived social support and life satisfaction levels of the students demonstrated significant differences in respect to the sportsmanship status, sport branches, active years of sports involvement. The study revealed that participation in sports activities play an important role on the perceived social support and life satisfaction levels of the vocational high school for the hearing-impaired students.
Highlights
Education has been continuing among adults, children and youth since the existence of man (Kıncal, 2004)
Sports Special People who support the dimensions of the Multidimensional Scale of Perceived Social Support (MSPSS) significant other (SO) of the arithmetic mean and standard deviation of scores obtained from size 4.93±1.55; Family Support (FAM), the arithmetic mean and standard deviation of the scores obtained from the size of 5.30±1.45 and Friends Support (FRİ) the arithmetic mean and standard deviation of scores obtained from size is 4.97±1.40
Significant other support to the dimensions of the MSPSS students (SO) of the arithmetic mean and standard deviation of the scores obtained from the size and 3.56±1.64; family support (FAM), the arithmetic mean and standard deviation of scores obtained from size were 4.24±1.60 and friends support (FRI) the arithmetic mean and standard deviation of scores obtained from size is 4:04±1:46
Summary
Education has been continuing among adults, children and youth since the existence of man (Kıncal, 2004). Each individual’s physical structure, strengths and weaknesses, limitations, competencies, interests and abilities, emotional characteristics, learning characteristics and speed are different from each other. Contemporary education in the developing world is planned by taking into account individual differences in order to provide services in line with the needs of individuals. The general education system has been organized to meet the needs of individuals with ordinary or average competence and capacity within certain limits (Doğru, 2004). Besides healthy individuals with normal development, there are individuals with special needs, in other words those who need special education, who differ significantly from their peers in terms of their individual and developmental characteristics. According to Kargın (2004), individuals with special needs are individuals who have different needs from their peers in terms of their physical, mental, emotional and social characteristics
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