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This study aimed to examine the effect of teacher candidates' individual innovativeness levels on their positive future expectations. A total of 412 teacher candidates, 194 women and 218 men, studying at sports science faculties of universities in Ankara, participated in the research. "Personal Information Form", "Individual Innovativeness Scale" and "Positive Future Expectation Scale" were used in the data collection process. During the data analysis phase, Independent Samples T test, One Way ANOVA analysis, Pearson correlation analysis and Multiple Linear Regression Analysis were used in the SPSS 25.0 program. The research found that the individual innovativeness levels and positive future expectations of the teacher candidates were above the medium level. It was found that the individual innovativeness levels and positive expectations of teacher candidates differ according to the type of university (public, private) and the class they study in (p <0.05). It was observed that there was a positive relationship between the individual innovativeness level and positive future expectation among the teacher candidates participating in the research (p<0.05), and it was also determined that the individual innovativeness level positively affected the positive future expectation (pz0.05). As a result, it can be said that the high level of individual innovativeness in teacher candidates is a factor that increases positive future expectations. [ABSTRACT FROM AUTHOR]

Copyright of Online Journal of Recreation & Sports is the property of Online Journal of Recreation & Sports and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nigde University Journal of Physical Education & Sport Sciences / Nigde Üniversitesi Beden Egitimi ve Spor Bilimleri Dergisi is the property of Journal of Physical Education & Sports Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this research, it is aimed to examine the relationship between the attitudes toward technology of sports science students and their media literacy perceptions in terms of certain variables. The relational scanning model, one of the quantitative research methods, was used in the study. As data collection tools, a "Personal Information Form" prepared by the researchers, the "Attitude toward Technology Scale (ATTS)" and "Media Literacy Perception Scale (MLPS)" were used. The population of the study consists of undergraduate students from Hasan Doğan School of Physical Education and Sports at Karabük University. The sample of the research consists of 214 individuals, including 100 females and 114 males, selected through random sampling method among these students. In the analysis of the data collected for the research t-Test and one-way analysis of variance (ANOVA) were used to determine the relationship between variables, and Pearson Correlation analysis was used to determine the relationship between scales. According to the results obtained from the research data, it is observed that students have a moderate level of attitudes toward technology (ATTS), and the "use of media tools" sub-dimension of MLPS has the highest average, while the "upper cognitive media awareness" sub-dimension has the lowest average. The findings suggest that students are inclined to use technological tools but have a limited awareness when it comes to critically examining media content. This highlights the necessity of addressing media literacy more effectively in educational programs. Finally, it can be said that as students' attitudes towards technology increase, their levels of media literacy perception also increase. [ABSTRACT FROM AUTHOR]