El impacto psicológico de la pandemia de COVID-19 en los atletas de élite, las estrategias de gestión y las expectativas de rendimiento post-pandemia: un estudio de entrevista semiestructurada

This article investigates the psychological impact of COVID-19 pandemic on elite athletes, their management strategies, and post-pandemic athletic performance expectations. Based on a purposive and snowball sampling technique eighteen elite athletes were interviewed online. The questioning includes thoughts, emotions, and behaviors in the pandemic process. Most athletes have concerns regarding the future (31.5%) and gained self-awareness (26.3%). 40% of athletes have been struggling with anxiety, however, 40.47 % of whom doing physical training at home while 33.33% of those are into mental training. Besides, 72.22% of athletes expect to lower their post-pandemic athletic performance. As a result of the study, most elite athletes have been going through anxiety about future enigma related to both sports environment and athletic performance. They mostly were able to overcome the process by doing physical and mental training at home. Most of them have expected to lower their athletic performance after getting back to the field.Este artículo investiga el impacto psicológico de la pandemia de COVID-19 en los atletas de élite, sus estrategias de manejo y sus expectativas de rendimiento post pandemia. Basadoen una técnica de muestreo intencional y bola de nieve, 18 atletas de élite fueron entrevistados en línea. El cuestionamiento involucró sus pensamientos, emociones y comportamiento en el período de la pandemia. La mayoría de los atletas tienen inquietudescon respecto al futuro (31.5%) y han aumentado su autoconciencia (26.3%). No obstante, el 40% de los atletas han estado luchando contra la ansiedad, con el 40.47% de ellos haciendo entrenamiento físico en casa, mientras que el 33.33% realiza entrenamientomental. Además, el 72.22% de los atletas esperan un desempeño atlético post pandemia más bajo. En consecuencia, la mayoría de los atletas de élite han estado sufriendo ansiedad como resultado de la preocupación por la situación actual y el rendimiento posterior a la situación y el entorno deportivo de entonces. En general, han podido manejar la situación haciendo entrenamiento físico y mental en casa. La mayoría anticipa una disminución en el rendimiento atlético después de regresar al campo.Universidad Pablo de Olavid

Humility in Turkish University Student Athletes and Non-Athletes

The main purpose of the current research is to examine the humility of university student athletes and non-athletes. In addition, it has been another focus of whether the humility differ according to gender, age, department and monthly expenditure. Furthermore, the humility of the athlete students according to their sports type, sports years and the best athletic scores was investigated. In the present study, two different public universities from Istanbul and Ankara, aged between 18, 23 (Mage = 20.49 years SD = 1.35), 54.3% (n = 222) were female and 45.7% (n = 187) were male, a total of four hundred nine athlete and non-athlete students were included through convenience sampling. The instrument selected for the study was the Humility Scale which has been developed by Elliott (2010) and adapted to Turkish by Sarıçam et al. (2012). The total score and sub-dimensions of humility in the present study did not differ significantly by gender, age, monthly expenditure, athletic status (athletes or non-athletes), sport type (team or individual sports) and sport year. On the other hand, in the sub-dimension of focus on others, it was found that the students in the primary teaching department had significantly higher scores than the physical education and sports teacher students. In modest self-assessment sub-scale, the average score of athletes who have the best athletic score in a Turkey competition higher than athletes who have the best athletic score in a regional competition

Self-compassion scale-athlete version-short form: Adaptation to Turkish and investigation of psychometric properties

Bu çalışmanın amacı, Killham, Mosewich, Mack, Gunnell ve Ferguson (2018) tarafından geliştirilen Sporcu Öz Şefkat Ölçeği’nin kısa formunu oluşturarak Türkçeye uyarlamak ve psikometrik özelliklerini incelemektir. Bu doğrultuda, ölçeğin dilsel eşdeğerlik çalışması, açımlayıcı faktör analizi (AFA), doğrulayıcı faktör analizi (DFA) ve ölçüt bağıntılı geçerlik çalışması yapılmıştır. Güvenirlik amacıyla Cronbach’s alpha iç tutarlık katsayısı ve testtekrar test yöntemi kullanılmıştır. Dilsel eşdeğerlik çalışması sonucuna göre, İngilizce ve Türkçe formlar arasındaki uyum iyi düzeydedir (ICC=.806). Faktör analizi amacıyla 205 sporcu çalışmaya dahil edilmiştir (Yaşort=22.70, SS=6.09, %62.9 erkek, %36.6 kadın, %0.5 kendini kadın ya da erkek olarak tanımlamayan). AFA sonucunda maddelere ait faktör yüklerinin .582-.845 arasında, madde-ölçek korelasyon değerlerinin ise .411-.633 arasında olduğu görülmüştür. İkinci düzey DFA neticesinde ölçeğin iki alt bileşenden oluşan tek faktörlü bir yapı gösterdiği sonucuna ulaşılmıştır. Uyum iyiliği indekslerinin kabul edilebilir ya da iyi uyum aralığında olduğu görülmüştür (RMSEA=.063, SRMR=.058, GFI =.933, AGFI=.902). Sporcu Öz Şefkat Ölçeği-Kısa Formu, Sporcu Bilinçli Farkındalık Ölçeği ve Öz Şefkat Ölçeği ile pozitif yönde ilişkilidir. Ölçek, güvenilir düzeyde iç tutarlık göstermiştir (α=849). İki hafta aralıklı olarak uygulanan ölçeğin sınıf içi korelasyon katsayısı mükemmel düzeydedir (ICC=.980). En nihayetinde, 12 maddelik tek faktörlü Sporcu Öz Şefkat Ölçeği-Kısa Formu’nun geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.The objective of the present study was to create the short form of the Self-Compassion Scale-Athlete Version developed by Killham, Mosewich, Mack, Gunnell, and Ferguson (2018), to adapt it into Turkish and to examine its psychometric properties. After the linguistic equivalence study, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and criterion-related validity were conducted. Cronbach's alpha coefficient and test-retest were used for reliability. As a result of the linguistic equivalence study, the agreement between the English and Turkish forms was good (ICC=.806). The factor analysis was conducted among 205 student-athletes (Meanage=22.70, SD=6.09, 62.9% male, 36.6% female, 0.5% nonbinary). EFA showed that the factor loads of the items were in the range of .582-.845, and the item-scale correlation values were in the range of .411-.633. Secondorder CFA supported one factor solution, corresponding to the two components. Goodness-of-fit indices were acceptable or good fit (RMSEA=.063, SRMR=.058, GFI=.933, AGFI=.902). The Self Compassion Scale-Athlete Version-Short Form (SCS-AV-SF) was positively correlated with Mindfulness Inventory for Sport and the SelfCompassion Scale. The SCS-AV-SF demonstrated reliable internal consistency (α=849). The intra-class correlation coefficient indicated excellent reliability for the measure at a two-week interval (ICC=.980). Overall, the present study suggests that the one factor and 12-item SCS-AV-SF is a valid and reliable instrument.473040Mar

Mindfulness en futbolistas masculinos: un estudio transversal

The present study aims to determine whether mindfulness shows a significant difference based on the male soccer players' amateur/ professional status, position, playing experience, history of receiving mentorship, psychological performance counselling or therapy from a sports psychologist, and status of performing mental training. The study was carried out with 233 adult male soccer players and the Mindfulness Inventory for Sport and Personal Information Form was applied to the participants. As a result of the study, it was found that professional soccer players had higher mindfulness levels compared to amateur soccer players. It was observed that mindfulness levels differed in favor of soccer players who received mentorship or psychological performance counselling, performed mental training and had more experience in sports. It was also observed that attackers had higher mindfulness levels compared to midfielders.El presente estudio tiene como objetivo determinar si la atención plena muestra una diferencia significativa en función del estado amateur / profesional de los jugadores de fútbol masculino, la posición, la experiencia de juego, el historial de recibir tutoría, asesoramiento o terapia de rendimiento psicológico de un psicólogo deportivo y el estado de realización de entrenamiento mental. El estudio se realizó con 233 jugadores de fútbol varones adultos y se aplicó a los participantes el Inventario de Mindfulness para el Deporte y el Formulario de Información Personal. Como resultado del estudio, se encontró que los jugadores de fútbol profesionales tenían niveles más altos de atención en comparación con los jugadores de fútbol aficionados. Se observó que los niveles de mindfulness difirieron a favor de los futbolistas que recibieron tutoría o asesoramiento psicológico de desempeño, realizaron entrenamiento mental y tenían más experiencia en deportes. También se observó que los atacantes tenían mayores niveles de atención en comparación con los mediocampistas.  

How Do Elementary Students in Turkey and the Czech Republic Perceive the Game Concept? A Phenomenographic Study With Draw and Write Technique

The purpose of this study is to compare the perception concerning game concept of 4th grade students in Turkey and the Czech Republic. 19 fourth grade elementary students in the Czech Republic and 40 fourth grade elementary students in Turkey were selected by criterion and convenience sampling. They responded to a specific question "What is the meaning of game for you?" effectively through writing and drawing. Phenomenographic analysis was used to analyze the data. As a result, it is detected that fourth grade elementary students in Turkey and the Czech Republic perceive the game concept as real games more than digital games. Although the two groups have different cultural characteristics they drew and wrote the same games in some main categories. In addition, students in Turkey drew and wrote digital games less frequently than the students in the Czech Republic

Class Management Profiles of Secondary School Teachers

The purpose of this research is to examine the class management profile of secondary school branch teachers working in certain province of Turkey, using some variables. The research group consists of 152 teachers (69 female and 83 male) in the various field of Mathematics (29), Turkish (46), Religion Culture (23), English (31), and Physical Education and Sports (23). The "Classroom Management Profile Scale (SYPÖ)" developed by Kris (1996) and adapted to Turkish by Ekici (2004) was used as the data collection tool in the research. The research was conducted based on both the general and the relational screening models. The SPSS 20.0 package program was used in the analysis of the data. Both T test and one-way ANOVA were used in independent groups to determine whether the gender and subscale of the scale were significantly different according to gender, age, occupation year and field. The results of the research proved that, when the scores of both scales were calculated, the grade management profiles of the teachers were not statistically different according to the considered variables

Qualitative Research on the Viewpoints of Parents Regarding Active Games Played by the Children Aged Between 4-5

The purpose of this study is to examine the viewpoints of parents on their 4-5-year-old children who were playing active games. The parents had expressed that active games have positive influences on the cognitive development of children. Also, it has a significant influence on the decisionmaking process and focusing in general. Majority of the parents stated that active games have positive influences on the emotional development of their children in general terms. They expressed this with the term “being happy” and “being able to express oneself”. The parents, who thought that active games have negative influences on the emotional development of their children, expressed this as “being angry”. On the other hand, the parents also thought that active games contribute greatly to the psychomotor development of their children. Thus, they expressed this as “positive influences on physical development of their children”. As the last item, the parents considered active games to have positive contributions to the social development of their children. They, however, expressed this thought with expressions like “being social, establishing communications, learning sharing, etc.”. In conclusion, it has been observed that the viewpoints of the parents on active games were generally positive in terms of cognitive, emotional, and social and psychomotor development areas

A Comparison of Playfulness Levels of the Secondary Students in Kayseri and Trabzon Cities

The aim of the study is to draw a comparison of 11-14 age group secondary school students playfulness level to play games which consist of physical activity. It also aims to evaluate playfulness level in terms of various parameters. For this purpose, 11-14 age group students’ playfulness level were examined according to cities, gender, and ages. A total of 523 11- 14 year-old students, including 303 from Kayseri and 220 from Trabzon, and some various schools formed a study group for the research conducted in the relational model. “Playfulness scale for playing games that consist of physical activity of children of 10-14 age group” that was developed by Hazar (2014) was used in the data collection. Based on the research, the level of playfulness of the participants was found to be "good" at 3.40-4.19. Students living in Kayseri and Trabzon were found to have "good" in terms of social adaptation, wish to play game, wish to win, and in general. Students in Kayseri "good" level had a playfulness at "medium" level in Trabzon. Due to the comparison of male and female student scores, it was found that there was a significant difference in favor of male students in game play overall, game passion, and risk taking dimensions. Girls are more likely to have social adaptation, playfulness, and a meaningful difference generally. Also, girls who live in Kayseri are more likely to be students. They wish to play game, social adaptation, wish to win, and risk taking. Meaningful differences can however be seen based on the scores of the 11 and 12 year students

The comparison of emotional intelligence and happiness of the preservice teachers in the department of physical education and sports teaching with some preservice teachers in other departments

Bu araştırmanın amacı, Beden Eğitimi ve Spor Öğretmenliği, İlköğretim Matematik Öğretmenliği, Müzik Eğitimi ve Resim-İş Eğitimi Anabilim Dallarında öğrenim gören öğrencilerinin duygusal zeka ve mutluluklarının karşılaştırılmasıdır. İlişkisel tarama modeli örnek alınarak yapılan çalışmada, Gazi Üniversitesi Beden Eğitimi ve Spor Öğretmenliği, İlköğretim Matematik Öğretmenliği, Müzik Eğitimi ve Resim-İş Eğitimi Anabilim Dallarında 2013-2014 eğitim öğretim yılları arasında öğrenim gören öğrenciler, örneklem olarak belirlenmiştir. Çalışmaya toplamda 434 öğrenci katılmıştır (N=434). Kız öğrencilerin sayısı (N=308), erkek öğrencilerin sayısı ise (N=124) tür. 2 adet cevapsız kağıt bulunmasından dolayı çalışmaya dahil edilmemiştir. Çalışmada, 16-18 yaş arası (N=11), 18-22 yaş arası (N=364) ve 22+ grupta ise (N=56) kişi mevcuttur. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nden (N=103), Resim-İş Eğitimi Anabilim Dalı'ndan (N=107), Müzik Eğitimi Anabilim Dalı'ndan (N=112) ve İlköğretim Matematik Öğretmenliği Bölümü'nden (N=108) katılımcı çalışmaya dahil edilmiştir. Cevapsız 4 ölçeğin bulunmasından dolayı, toplamda (N=430) öğrenci değerlendirmeye alınmıştır. Anne eğitim durumuna bakıldığından Okuma Yazması Yok grubuna dahil olan öğrenciler (N=16), İlkokul Mezunu (N=151), Ortaokul Mezunu (N=68), Lise Mezunu (N=122) ve Üniversite Mezunu (N=74) katılımcı mevcuttur. 3 cevapsız ölçeğin bulunmasından dolayı toplamda (N=430) katılımcı değerlendirmeye alınmıştır. Baba eğitim durumuna bakıldığında Okuma Yazması Yok grubuna dahil olan öğrenciler (N=5), İlkokul Mezunu (N=82), Ortaokul Mezunu (N=50), Lise Mezunu (N=127) ve Üniversite Mezunu (N=167) katılımcı mevcuttur. 3 cevapsız ölçeğin bulunmasından dolayı toplamda (N=430) katılımcı değerlendirmeye alınmıştır. Çalışmada, üç farklı ölçüm aracından yardım alınmıştır. Bunlar; Oxford Mutluluk Ölçeği, Schutte Duygusal Zeka Ölçeği ve Kişisel Bilgi Formudur. Oxford Mutluluk Ölçeğinin orijinali Hills ve Argyle (2002) tarafından geliştirilmiş, Türkçe formu ölçüm geçerliği ve güvenirliği ise Doğan ve Sapmaz (2012) tarafından yapılmıştır. 28 maddeden oluşmaktadır ve 6'lı likert tipi bir ölçektir. Schutte Duygusal Zeka Ölçeğinin orijinali Schutte, Malouff, Hall, Haggerty, Cooper, Golden ve Dornheim (1998) tarafından 33 madde olarak geliştirilmiş. Daha sonra Austin, Saklofese, Huang ve McKenney (2004) tarafından 41 madde olarak yeniden düzenlenmiştir. Bu ölçeğin Türkçe uyarlaması, ölçüm geçerliği ve güvenirliği ise, Tatar, Tok ve Saltukoğlu (2011) tarafından yapılmıştır. 41 maddeden oluşmaktadır ve 5'li likert tipi bir ölçektir. Ölçek, İyimserlik/Ruh Halinin Düzenlenmesi, Duyguların Kullanımı ve Duyguların Değerlendirilmesi olarak üç alt boyuttan oluşmaktadır. Verilerin çözümlenmesi SPSS 16.0 programı kullanılarak yapılmıştır. İlişkisiz Örneklemler için Tek Faktörlü Varyans Analizi kullanılmıştır İlişkisiz üç ya da daha çok örneklem ortalaması arasındaki farkın anlamlılığını test etmek amacıyla One-Way ANOVA kullanılmıştır. İlişkisiz iki örneklem ortalaması arasındaki farkın anlamlılığını test etmek amacıyla Independent Samples T-Test kullanılmıştır. Araştırmanın sonucuna göre, Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin mutluluk ortalama değerleri (114.33±17.53), İlköğretim Matematik Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin ortalama değerlerine (107.46±16.88) göre daha yüksektir. İlköğretim Matematik Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin Duyguları Kullanma Alt Boyutu ortalamaları (23.94±2.74), Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilere (22.84±3.35) göre daha yüksektir. Bölümlere göre, İyimserlik/Ruh Halinin Düzenlenmesi (F(3,426)=0.76; p=0.52>0.05) alt boyutu ve Duyguların Değerlendirilmesi (F(3,426) =1.75; p= 0,16>0.05) alt boyutu ortalama değerleri farklılaşmamaktadır. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin mutlulukları yaşa göre farklılaşmamaktadır (t(101) =1.15; p= 0.25>0.05). Ancak, 22+ yaş grubu öğrencilerin mutluluk ortalama değerleri (117.43±18.03), 18-22 yaş grubu öğrencilerin mutluluk ortalama değerlerine (113.05±17.28) göre daha yüksektir. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin yaşa göre, İyimserlik/Ruh Hali (t(101)=-0.37; p=0.71>0.05), Duyguların Kullanılması (t(101) =1.50; p=0.14>0.05) ve Duyguların Değerlendirilmesi (t(101)=-0.44; p=0.66>0.05) alt boyutları ortalamaları farklılaşmamaktadır. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin mutlulukları cinsiyete göre farklılaşmamaktadır (t(101) =-0.66; p= 0.51>0.05). Ancak, cinsiyete göre kızların mutluluk ortalamaları (115.46±17.2) , erkek öğrencilerden (113.18±17.2) daha yüksektir. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin cinsiyete göre, İyimserlik/Ruh Hali (t(101)=0.36; p=0.72>0.05), Duyguların Kullanılması (t(101)=1.45; p=0.15>0.05) ve Duyguların Değerlendirilmesi (t(101)=0.906; p=0.367>0.05) alt boyutları ortalamaları farklılaşmamaktadır. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin baba eğitim durumuna göre mutluluk ortalama değerleri (F(3,97)=0.44; P= 0.73>0.05) değişmemektedir. Ancak, ortaokul mezunu babaya sahip öğrencilerin ortalama değerleri (115.94±15.89) diğerlerine göre daha yüksektir. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin baba eğitim durumuna göre, İyimserlik/Ruh Hali (F(3,97)=0.25; p=0.86>0.05), Duyguların Kullanılması (F(3,97)=1.98; p=0.12>0.05) ve Duyguların Değerlendirilmesi (F(3,97) =1.64; p=0.19>0.05) alt boyutları ortalamaları farklılaşmamaktadır. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin anne eğitim durumuna göre mutlulukları (F(3,95)=0.43; p=0.73>0.05) farklılaşmamaktadır. Ancak, ortaokul mezunu anneye sahip öğrencilerin mutluluk ortalama değerleri (116.11±19.12) diğerlerine göre daha daha yüksektir. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin anne eğitim durumuna göre İyimserlik/Ruh Hali (F(3,95)=0.17; p=0.92>0.05), Duyguların Kullanılması (F(3,95) =0.18; p= 0.91>0.05) ve Duyguların Değerlendirilmesi (F(3,95)=0.79; p=0.51>0.05) alt boyutları ortalamaları farklılaşmamaktadır. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin, aylık ailelerinin gelir durumuna göre mutluluk ortalama değerleri (F(2,100)=0.33; p=0.72>0.05) değişmemektedir. Ancak, aylık aile geliri, 0-1000 TL grubuna giren bireylerin mutluluk ortalama değerleri (47.18±4.49), aylık aile geliri 1001-3000 (46.69±6.24) ve 3000+ (45.57±6,52) grubuna dahil olan öğrencilerin mutluluk ortalama değerlerinden daha yüksektir. Beden Eğitimi ve Spor Öğretmenliği Bölümü'nde öğrenim gören öğrencilerin aylık aile gelir düzeyine göre, İyimserlik/Ruh Hali (F(2,100) =0.43; p=0.65>0.05), Duyguların Kullanılması (F(2,100)=0.66; p=0.52>0.05)ve Duyguların Değerlendirilmesi (F(2,100)=1.02; p=0.37>0.05) alt boyutları ortalamaları farklılaşmamaktadır. Beden Eğitimi ve Spor Öğretmenliği Bölümü öğrencileri için en uzun kalınan yerleşim birimi bağımsız değişkenine ait dağılımlar arasında uyumsuzluk olduğu için (köy=3, kasaba=6, şehir=94) farklılaşma durumlarına bakılması uygun görülmemiştir.The aim of this study is to compare the emotional intelligence and happiness of students who receive education in the departments of physical education and sports teaching, primary school mathematics teaching, music teaching and art teaching. This study was carried out via using relational screening model. The sample of the study was comprised of the students who received education in the departments of physical education and sports teaching, primary school mathematics teaching, music teaching and art teaching in Gazi University in the academic years of 2013-2014. The population of this study included 434 students in total (N=434).The number of female students is (N=308) while the number of male students is (N=124). Two students were not included in the study due to finding two unanswered papers. In this study (N=11) students within the age range of 16-18, (N=364) students within the age range of 18-22 and (N=56) students older than 22 participated in this study. From the department of physical education and sports teaching (N=103) students, from the department of art teaching (N=107) students, from the department of music teaching (N=112) and from the department of primary school mathematics teaching (N=108) students were included in the study. Due to determining 4 unanswered scales, (N=430) students in total were included in the evaluation. When the educational status of mothers of the participants were examined, it was determined that (N=16) participants were included in the group of Illiterate, (N=151) participants in the group of Primary School Graduate, (N=68) participants were included in the Secondary School Graduate, (N=122) participants were in the High School Graduate and (N=74) participants were in the University Graduate group. Due to determination of 3 unanswered scale, (N=430) participants in total were included in the evaluation. When the educational status of the fathers of the participants were examined, it was determined that that (N=5) participants were included in the group of Illiterate, (N=82) participants in the group of Primary School Graduate, (N=50) participants were included in the Secondary School Graduate, (N=127) participants were in the High School Graduate and (N=167) participants were in the University Graduate group.Due to determination of 3 unanswered scale, (N=430) participants in total were included in the evaluation. In this study, three different measure tools were used. These are Oxford Happiness Scale, Schutte Emotional Intelligence Scaleand Personal Information Form. The original form of Oxford Happiness Scalewas developed by Hills and Argyle (2002). This scale was adapted to Turkish and validity and reliability of the scale was conducted by Doğan and Sapmaz (2012). This scale is composed of 28 items and is in the type of 6 point Likert scale. The original form of Schutte Emotional Intelligence Scale was developed by Schutte, Malouff, Hall, Haggerty, Cooper, Golden and Dornheim (1998). This scale is composed of 33 items. This scale was rearranged as composing of 41 items by Austin, Saklofese, Huang and McKenney (2004). Turkish adaptation, reliability and validity of this scale were carried out by Tatar, Tok and Saltukoğlu (2011). This scale is composed of 41 items and is in the type of 5 point Likert scale. This scale is composed of three sub-dimensions as Optimism/Control of Mood, Use of Emotions and Evaluation of Emotions. The analysis of the data was conducted via using the program of SPSS 16.0. One-way Analysis of Variance was used for Unrelated Samples. One-Way ANOVA was used to determine the statistical significance between the averages of three or more unrelated samples. Independent Samples T-Test was used to determine the statistical significance of the average of two unrelated samples. According to the result of the study, average of happiness values of the students in the department of physical education and sports teaching (114.33±17.53) was found higher than the average values of the students in the department of primary school mathematics teaching. The average of the sub-dimension of Using Emotions of the students who received education in the department of primary school mathematics teaching (23.94±2.74) was found higher than the average value of the students in the department of physical education and sport teaching (22.84±3.35). The average values of the sub-dimension of Optimism/ Control of Mood (F(3,426) =0.76; p=0.52>0.05) and Evaluation of Sub-dimensions (F(3,426) =1.75; p= 0.16>0.05) differ according to the departments. Happiness of the students in the department of physical education and sports teaching differs according to age (t(101) =1.15; p= 0.25>0.05).However, average happiness value of the students who are elder than 22 (117.43±18.03) was higher than the average value of the students who are between the age range of 18-22. The average values of sub-dimensions of Optimism/Control of Mood (t(101) =-0.37; p= 0.71>0.05), Use of Emotions (t(101) =1.50; p= 0.14>0,05) and Evaluation of Emotions (t(101) =-0.44; p=0.66>0.05) of the students in the department of physical education and sports teaching change according to age. The happiness values of the students in the department of physical education and sports teaching does not change according to the sex (t(101) =-0.66; p= 0.51>0.05). However, the average of happiness values of female students (115.46±17.2) was found higher than the average value of male students (113.18±17.2). The values of sub-dimensions of Optimism/Control of Mood(t(101)=0.36; p=0.72>0.05),Use of Emotions(t(101)=1.45; p=0.15>0.05) and Evaluation of Emotions(t(101)=0.906; p=0.367>0.05)do not change according to sex in students who are in the department of physical education and sports teaching. The average values of happiness (F(3,97) =0.44; P= 0.73>0.05) of the students who are in the department of physical education and sports teaching do not change according to educational status of the fathers of the participants. However, the average happiness values of the participants whose fathers are secondary school graduate (115.94±15.89) were higher compared with the others. The average values of the sub-dimensions of Optimism/Control of Mood (F(3,97) =0.25; p= 0.86>0.05), Use of Emotions (F(3,97) =1.98; p= 0.12>0.05) and Evaluation of Emotions (F(3,97) =1.64; p= 0.19>0.05) in the students who are in the department of physical education and sports teaching do not change according to educational status of the fathers of the participants. The happiness values (F(3,95) =0.43; p= 0.73>0.05) of the students in the department of physical education and sports teaching do not change according to the educational status of the mothers of the participants. However, average happiness values (116.11±19.12) of students whose mothers are secondary school graduate were higher compared to others. The average values of the sub-dimensions of Optimism/Control of Mood (F(3,95) =0.17; p= 0.92>0.05), Use of Emotions (F(3,95) =0.18; p= 0.91>0.05) and Evaluation of Emotions (F(3,95) =0.79; p= 0.51>0.05) in the students who are in the department of physical education and sports teaching do not change according to the educational status of the mothers of the participants. The average happiness values of the students who are in the department of physical education and sports teaching do not change according to the monthly family income (F(2,100) =0.33; p= 0.72>0.05). However, the happiness values (47.18±4.49)of the individuals who are in the group of monthly family income of 0-1000 TL were higher than the average happiness values of the students included in the group of monthly family income of 1001-3000 TL (46.69±6.24) and 3000+ TL (45.57±6.52). The average values of sub-dimensions of Optimism/Control of Mood (F(2,100) =0.43; p=0.65>0.05), Use of Emotions (F(2,100)=0.66; p=0.52>0.05)and Evaluation of Emotions (F(2,100)=1.02; p=0.37>0.05)do not change in the students who are in the department of physical education and sports teaching according to the monthly family income of the students