Perceived social support and school engagement in sports science students: The moderated mediation of school alienation and social media addiction

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dc.contributor.authorEsentürk, Oğuz Kaan
dc.contributor.authorSeçer, Emrah
dc.contributor.authorYarımkaya, Erkan
dc.contributor.authorİLhan, Ekrem Levent
dc.date.accessioned2026-02-28T12:09:13Z
dc.date.available2026-02-28T12:09:13Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractIntroduction and Purpose: This study investigated how sports science university students perceive social support (PSS), its influence on their academic engagement, and the mechanisms that mediate this relationship. Methodology: A total of 466 students (316 males, 150 females) from the Faculty of Sports Sciences participated in the study, which used a relational screening model. Data were collected using the Multidimensional Perceived Social Support Scale, the University Students School Engagement Scale, the School Alienation Scale, and the Social Media Addiction Scale. The measurement model was validated through confirmatory factor analysis, followed by correlation testing and regression analysis using the Bootstrap method to evaluate the study's hypotheses. Results: The analysis identified a positive correlation between PSS and school engagement (SE) (r = 0.45, p < 0.001). In contrast, PSS showed negative correlations with both school alienation (SA) (r =-0.209, p < 0.01) and social media addiction (SMA) (r = ?0.113, p < 0.01) (Hypothesis I). Regression analysis using the Bootstrap method revealed a significant indirect effect of PSS on SE via SA (Hypothesis II) [? = 0.181, p < 0.001, 95% Confıdence Interval (CI) = (0.003, 0.039)]. Additionally, SMA moderated the indirect effect of PSS on SE via SA (Hypothesis III) [Situational mediator index = ?0.018, Boot SE = 0.001, Boot 95% CI = (?0.003, ?0.0001)]. The indirect effect was stronger for individuals with low SMA [Indirect effect = 0.034, Boot SE = 0.182, Boot 95% CI = (0.007, 0.078)] compared to those with high SMA [Indirect effect = 0.018, Boot SE = 0.009, Boot 95% CI = (0.005, 0.0416)]. Conclusion: The findings support all three hypotheses in the study's theoretical framework, confirming the proposed relationships and underlying mechanisms. © JPES.
dc.identifier.doi10.7752/jpes.2025.04074
dc.identifier.endpage700
dc.identifier.issn22478051
dc.identifier.issue4
dc.identifier.scopus2-s2.0-105005998367
dc.identifier.scopusqualityQ2
dc.identifier.startpage689
dc.identifier.urihttps://doi.org/10.7752/jpes.2025.04074
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5883
dc.identifier.volume25
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEditura Universitatii din Pitesti
dc.relation.ispartofJournal of Physical Education and Sport
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260218
dc.subjectAcademic motivation
dc.subjectdigital addiction
dc.subjectpsychosocial factors
dc.subjectstudent success
dc.titlePerceived social support and school engagement in sports science students: The moderated mediation of school alienation and social media addiction
dc.typeArticle

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