ÖZET Amaç: Bu araştırma, üniversite öğrencilerinin akılcı ilaç kullanma davranışlarını belirlemek amacı ile yapılmıştır.Yöntem: Tanımlayıcı

Exam cheating is one of the biggest problems of the educational system of many different countries, from past to present. This problem is still continuing in many branches of education today. The aim of this study was to determine the attitudes of the students of Kocaeli University towards exam cheating. 254 students studying at Kocaeli University voluntarily participated in the research. As a data collection tool, "Attractiveness Attitude Related to Exam Cheating" developed by Semerci (2003) was used. The attitudes of students of Kocaeli University on exam cheating were found to be moderate in the research (205,44±42,51). Although there was no statistically significant difference between the exam cheating attitude scores of university students according to gender, age group & department variables (p>0,05), there was a significant difference according to grade variables (p<0,05). This meaningful difference occurred from preparatory grades -2nd grades, 2nd grades -3rd grades and, 2nd grades -4th grades. Precautions for exam cheating can be increased so that more conscious and well-educated students can be graduated. The courses that will be successful by exam cheating behavior should be emphasized by the relevant faculty members to the student who may need them in professional business life. Disciplinary policies should be implemented to prevent students from exam cheating behavior.

Entirely 60 athletes (39 judokas and 21 swimmers) participated in this study that was performed in 2 different branches (contact and contactless). The purpose of this paper was to determine the effect of sports satisfaction on aggression level and stress. Three different scales as the stress scale, aggression scale, and sports satisfaction scale were used to collect the data. T-test, one way ANOVA test, regression and correlation tests were used in independent groups to analyze the data obtained from these scales. SPSS 24.00 packaged software analyzed the data. It is seen when an evaluation based on the branches are actualized that point averages of sports satisfaction of both the judokas and swimmers are at a good level. While there is no significant difference in terms of the branch, gender, and education, there are significant differences (p<0,01) in terms of the age group variable at the same time. With reference to our other finding, there is a negative relationship between the sports satisfaction and stress (r=-,320, p<0.01). As the sports satisfaction increases, stress level decreases at the same time. There is seen a negative significant relationship between the age group and aggression levels (r=-,374, p<0,01). As the age decreases, the aggression level increases.

This study was conducted with the aim of investigating the basic psychological requirements of swimmers who perform individual sports in Kocaeli province with respect to certain variables. The sample of the study consisted of 80 swimmers who perform individual sports in Kocaeli province, İzmit district between the years of 2016 – 2017, 32 of whom were male and 42 of whom were female. In collecting data, the Basic Psychological Needs Scale which was developed by [4] was used in order to determine the psychological needs of individuals. Basic Psychological Needs Scale was adapted into Turkish by [9] A personal information form that was developed by the researcher was used. No significant difference was observed when basic psychological need scores were compared according to gender (P<0,05). In consequence of comparing the results of basic psychological need scale by means of age variable, a significant difference was observed by means of the need for relatedness between the 14 – 16 and 20 – 22 age groups (P<0,05). When basic psychological need scores were compared with respect to educational background, a significant difference was found in terms of the need for autonomy, need for competence and need for relatedness while a significant difference was observed by means of all scores (p<0,05). With respect to need for autonomy and need for competence; a significant difference was observed between Secondary Education and High School while the need for relatedness and total scores created a significant difference between Secondary Education and University (p<0,05). As a consequence of the comparison between the results of basic psychological need scale according to family attitudes, a significant difference was only observed by means of the need for competence between the variables (p<0,05). With respect to the sub-dimension of the need for competence, a significant difference was found between democratic family structure and authoritarian family structure (P<0,05). As a result of a comparison between basic psychological needs considering the educational background of female parents, there was a significant difference between the variants by means of the need for competence and the need for relatedness. With respect to need for competence and relatedness, a significant difference was observed for both, between the educational levels of primary school and high school (P<0,05).

Entirely 1325 students participated in this research that was conducted to specify the differences between motivation levels of students in terms of age, gender, class and department variables. 'Academic Motivation Scale' that is seven points Likert scale was developed by Karaguven (2012) was used as the data collection tool in this research that was performed by screening model. Descriptive analyses were applied in data T-test was applied in independent groups to determine whether there were differences based on gender and age ranges. One Way ANOVA Test was conducted to specify the differences based on classes and departments. There was found statistically significant differences (p<0,01) between academic motivation sub-dimensions were evaluated based on age range, gender, classes and departments. It is thought that associating these differences with different variables will be beneficial to determine the sources of the differences. Because there are several internal and external factors that positively and negatively affect the motivation level. Eliminating problems by founding the factors can contribute to increasing the motivation level of students and accordingly, the success rate increases as well.