Social Capital and Satisfaction with Life during the COVID -19 Pandemic: A Case Study on Coaches

Abstract

This study aims to examine whether there is a difference between the social capital levels and life satisfaction of coaches in terms of some demographic variables. The research sample consists of 251 coaches working at Directorates of Youth Services and Sports of Kahramanmaras and Konya Provincial located in Turkey. The research is a quantitative study carried out in the relational survey model. The data of the research were analyzed using the Jamovi 1.6.12 statistical software program. Arithmetic means, standard deviation, t-test, and One Way Analysis of Variance (ANOVA) tests were used for data analysis. In addition, correlation analysis was used to determine the relationship between variables while regression analysis was used to test the predictive effect of the independent variable on the dependent variable. As a result of the research, it was found that the social capital scale mean score of the participants was high, and the mean score of the coaches regarding the life satisfaction scale was moderate. It was determined that participants' scores on the social capital scale differed significantly in terms of gender, active participation in sports, age, coach rank, and branch variables and that the scores of the life satisfaction scale differed significantly in terms of marital status and income-welfare variables. It was concluded that as the perceived social capital of the coaches increases, their life satisfaction increases and that the social capital scale is a significant predictor of life satisfaction.

Readiness Levels of Music Teachers for Online Learning during the COVID 19 Pandemic

“…In order to control the spread of the virus and to prevent the risk of infection in students, all education in primary, high school and higher education was shifted to distance education. With the decision of the Council of Higher Education (YÖK), theoretical and practical education has been carried out in all universities through distance education (Almaiah et al, 2020;Atilgan & Tukel, 2021;Çarkın, 2021;Saraç, 2020;YOK, 2020;Yucesoy-Ozkan et al, 2020). In addition to all the basic regulations such as social distancing to prevent the spread of COVID-19, all experts and administrators agreed that distance learning is the best practice to achieve this in education.…”

Analysis of Music Teachers’ Job Satisfaction and COVID-19 Anxiety Levels

“…The coronavirus-2019 epidemic has damaged not only physical health, but also the psychological health and resilience of individuals. In a highly interconnected and globalized world, the social and economic effects of the epidemic have recently become evident (Ananga, 2020;Atabey, 2021;Atilgan & Tukel, 2021;Batmang et al, 2021;Cakin & Kulekci Akyavuz, 2021;ElSaheli-Elhage, 2021;Hebebci, Bertiz, & Alan, 2020;Marpa, 2021;McKibbin, 2020;Nnebedum, Obuegbe,& Nwafor, 2021;Tümen Akyıldız, 2020). The management of workrelated factors affecting mental health in a pandemic scenario appears to be crucial to support people's participation into social life and thus psychological well-being.…”

An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

“…There are many variables that make a difference in the learning process in music teacher education. Factors such as student's knowledge, skills, abilities, learning competencies, learning strategies and styles, teaching-learning environment, tools, materials and motivation can be listed (Ak, 2018;Boon, 2020;Bulut, 2021;Al-Husban, 2020;Gonzales et al, 2017;Atilgan & Tukel, 2021;Grohs et al, 2018;Hazar, Akkutay, & Keser, 2021;Hewit, 2001;Kaleli, 2020Kaleli, , 2021Kara, 2020b;Kasimoglu, 2021;Koyuncuoğlu, 2021;Kurnaz, 2007;McPherson, 2005;Matthews & Kitsantas, 2012;Mentiş Köksoy & Aydıner Uygun, 2018;Syafii, Kusnawan, & Syukroni, 2020). One of these variables is self-regulatory skills and International Journal on Social and Education Sciences (IJonSES) 549 strategies.…”