Abstract
In this sense, the improvements to be made for all the dimensions in the scale highlight the importance of this study to determine the problems students will encounter during their school life and to reflect these experiences to students or athletes after graduation. Quality of school life can be considered as an indicator of students’ communication, love and respect towards other individuals at the school, and their satisfaction with all kinds of physical and social facilities of the school. In the field of quality of school life education, research has examined the issue of quality of university life, which is the highest level of education and training. The educational structure and administrative differences of universities made it compulsory to examine the quality of university life separately. Quality of university life includes the level of satisfaction with the university and the constructive experiences of students in the learning process. The study aimed to examine the differences of Harran University School of Physical Education and Sports students’ scores obtained from the dimensions of the “Quality of University Life Scale” according to gender, athlete identity, year of study, age, and residence variables. The research consisted of 311 participants in total, 135 females and 176 males. Independent sample t-test and one-way analysis of variance (ANOVA) were performed to determine whether the quality of university life varied according to the variables of students. A statistically significant difference was found in social opportunities dimension in favor of males, in participation in decisions dimension in favor of females, and in student-student communication dimension in favor of males, and in identity, social opportunities and future dimensions according to year of study (p < .05). In the study, no difference was found among students regarding the gender variable and quality of life. As a result, it is thought that increasing the quality of life in universities will increase the academic success of the student group, and the faculties will become institutions that train more qualified, happier and equipped teachers.
Highlights
IntroductionUniversities differ in terms of education and training opportunities, academic and administrative staff numbers and qualifications, social opportunities, research and development, communication, accommodation and transportation opportunities
Quality of school life can be considered as an indicator of students’ communication, love and respect towards other individuals at the school, and their satisfaction with all kinds of physical and social facilities of the school.Universities differ in terms of education and training opportunities, academic and administrative staff numbers and qualifications, social opportunities, research and development, communication, accommodation and transportation opportunities
In the field of quality of school life education, research has examined the issue of quality of university life, which is the highest level of education and training
Summary
Universities differ in terms of education and training opportunities, academic and administrative staff numbers and qualifications, social opportunities, research and development, communication, accommodation and transportation opportunities. This situation may lead to differences in students’ perceptions of university life quality in the university learning process. As with the quality of life, it is not successful enough to make a statement that contains only one discipline due to the multifaceted nature of the concept of quality of school life The reason for this is that both objective and subjective components are among the dimensions of the quality of life (Karaduman, 2006). Many of these studies are in the field of examining the perception of quality of life of students in the university, as well as their quality of school life (Eriş, 2016; Keleş & Taşkıran, 2017; Özdemir, 2018; Doğanay & Sarı, 2006)
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