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The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students’ happiness levels and their thinking styles. Using the correlational study design 661, undergraduate students were determined by a convenience sampling method. Participants were selected in terms of being easily accessible from Gazi University, which is located in the Ankara province, Turkey. The analysis indicated that the Department of Physical Education and Sports Teaching students' average level of happiness was significantly higher than in some other departments. However, the Department of Physical Education and Sports Teaching students' need for cognition was not significantly different from the students from other departments. Physical Education and Sports Teaching students' faith in intuition was significantly higher than the Department of Guidance and Psychological Counseling students’. Besides, the happiness levels and thinking styles did not differ significantly by gender. There was a positive correlation between their faith in intuition and happiness. However, there was no significant relation between their happiness levels and need for cognition, nor need for cognition and their faith in intuition.

Introduction and Aim : The most basic problems that the developing technology brings to the life of children are the increasingly decreased physical games, the rapid increase of the digital game addiction and the violent games are pushing the aggressive behavior of the individuals. This research is important for the solution of the problem. Purpose of the research; The relationship between playfulness, digital game addiction and aggressiveness of middle school students in terms of various variables. Method : In this research, which adopts the relational screening model, similar sampling method is used as the objective sampling method. In this direction, the study group is composed of the students from the 2016-2017 education period, the Turdu 100. Year Middle School students affiliated to the Mugla Provincial Directorate of National Education and Maltepe Secondary School students affiliated to the Ankara Provincial Directorate of National Education. 55.6% of the participants were female (n = 213) and 44.4% were male (n = 170). 49.6% (n = 190) of participants attending Turdu 100.Yil Secondary School, 50.4% of students attending Maltepe Secondary School (n = 193). Of the participants, 42% were 12 years (n = 161), 27.7% were 13 years (n = 106) and 30.3% were 14 years old (n = 116). In order to collect data in the study, Playfulness Scale, Digital Game Addiction Scale for Children, and Aggression Scale were used. The obtained data were subjected to various analyzes using the SPSS 24.0 packet program. Findings : According to research findings, participants' total scores on the scales were statistically significantly different between school type, sex and age variables. At the same time, it was found that the participants had a statistically significant relationship between the total scores of these three scales. Conclusion and Discussion : As a result; Playability, digital game dependency and aggressiveness of middle school students are related to each other. Therefore, it can be said that it is important to investigate the problems to be solved by considering these three situations to solve the present problem. Extended English abstract is in the end of Full Text PDF (TURKISH) file . Ozet Giris ve Amac: Gelisen teknolojinin cocuklarin yasamina getirdigi en temel olumsuzluklar arasinda fiziksel aktivite icerikli oyunlarin giderek azalmasi, dijital oyun bagimliliginin hizli bir bicimde artmasi ve bununla baglantili olarak ozellikle siddet icerikli oyunlarin bireyleri saldirganlik davranisina itmesi gibi onemli sorunlar olarak karsimiza cikmaktadir. Bu arastirma, yasanan problemin cozumune isik tutmasi acisindan onem tasimaktadir. Arastirmanin amaci; ortaokul ogrencilerinin oyunsallik, dijital oyun bagimliligi ve saldirganlik duzeyleri arasindaki iliskinin cesitli degiskenler acisindan incelenmesidir. Yontem: Iliskisel tarama modelinin benimsendigi bu arastirmada, amacsal ornekleme yontemlerinden benzesik ornekleme yontemi kullanilmistir. Bu kapsamda calismanin orneklemini, 2016-2017 egitim ogretim doneminde ogrenim gormekte olan Mugla Il Milli Egitim mudurlugune bagli Turdu 100. Yil Ortaokulu ogrencileri ile Ankara Il Milli Egitim Mudurlugune bagli Maltepe Ortaokulu ogrencileri olusturmaktadir. Katilimcilarin % 55,6’si kadin (n=213), % 44,4’u erkektir (n=170). Turdu 100.Yil Ortaokulunda ogrenim gormekte olan katilimcilarin orani % 49,6 iken (n=190), Maltepe Ortaokulunda ogrenim gormekte olan katilimci orani % 50,4’tur (n=193). Katilimcilarin % 42’si 12 yas (n=161), % 27,7’si 13 yas (n=106), %30,3’ u 14 yas (n=116) grubundadir. Arastirmada veri toplamak amaciyla Oyunsallik olcegi, Cocuklar Icin Dijital Oyun Bagimliligi olcegi ve Saldirganlik olcegi kullanilmistir. Toplanan veriler SPSS 24.0 paket program kullanilarak cesitli analizlere tabi tutulmustur. Bulgular: Arastirma bulgularina gore katilimcilarin olceklerden almis olduklari toplam puanlarinin okul turu, cinsiyet ve yas degiskenleri arasinda istatistiksel olarak anlamli duzeyde farklilik gosterdigi bulunmustur. Ayni zamanda katilimcilarin bu uc olcekten almis olduklari toplam puanlar arasinda istatistiksel olarak anlamli duzeyde iliski oldugu gorulmustur. Sonuc ve Tartisma: Sonuc olarak; ortaokul ogrencilerinin oyunsallik, dijital oyun bagimliligi ve saldirganlik duzeylerinin birbirleri ile iliskili oldugu dolayisiyla bu problemin tespit ve cozumune yonelik yapilacak olan arastirmalarin bu uc durumu goz onunde bulundurarak ele alinmasinin mevcut problemin cozumunde onemli oldugu soylenebilir.

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 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.