Abstract:

Positive use of leisure time has many personal and social benefits. The approaches of students studying in secondary schools and high schools to use of leisure time is very important depending on the fact that leisure time of students is quite more at that period of life. Personal Information Form and Leisure Motivation Scale (LMS) were applied to a total of 493 students of which 296 were from Istanbul and 197 from Bursa consisting of 244 male high school and secondary school students (49.5%) and 249 females (50.5%). The personal opinions of students who participated in this questionnaire about leisure activities and facilities are not satisfactory. As significant differences were found between amotivation (t=2.856; P>0.01), and external regulation (t= 5.416; P<0.05); any significance could not be found for the sub-scales of 'accomplishment', 'knowledge', 'stimulation', 'identified regulation' and 'introjected regulation' according to the findings related to the sub-scales of the Leisure Motivation Scale. Significant differences were found for the sub-scales of Leisure Time Motivation Scale considering 'accomplishment' (F=5.644; P>0.05), 'knowledge' (F=7.794; P>0.05), 'amotivation' (F= 5.341; P>0.05), 'introjected regulation' (F= 3.198; P>0.05) and 'identified regulation' (F= 4.581; P>0.05) according to the findings of the study.

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