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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/14097
  Physical Activity, Technology Use, and AI Anxiety Among University Students: Associations With Academic Integrity Attitudes

  Yaman, Menzure Sibel; Çakir, Zekai; Çatikkas, Fatih; Türkmen, Mutlu; Sengönül, Abdullah; Gönen, Mevlut; Öktem, Tuncay; Güzel, Sema; Yel, Kader

  This study examined the associations between university students' physical activity, technology use habits, and anxiety related to artificial intelligence (AI) within an academic integrity context. Since the study did not measure verified misconduct, academic integrity was conceptualised as attitudes and self-reported behaviours. Perceptions of uncited AI use and citation practices were therefore defined as the primary integrity-related outcomes. A survey was completed by 1,018 students (TUHS, AIAS), complemented by focus group interviews with 25 participants. Quantitative analyses (t-tests, ANOVA, regression) indicated that regular physical activity was associated with lower self-reported technology dependence and lower AI anxiety. Non-active female students and younger students (18-22) recorded the highest scores. Daily internet use exceeding six hours and social media-focused engagement were associated with greater dependence and anxiety. Qualitative findings provided explanatory depth: physically active students described a more routine, focused, and self-regulated approach, while inactive students emphasised longer screen time, distraction, and stress. These patterns were consistent with the quantitative results. Overall, the findings suggest that balanced technology use, physical activity, and clear ethical awareness (e.g., citation behaviour) are associated with lower technology dependence and AI anxiety. Integrating digital literacy and ethics training with programmes that encourage physical activity may support responsible technology use and integrity-related awareness in higher education. Findings are interpreted as patterns of co-occurrence rather than causal effects, because the cross-sectional design does not allow directionality.

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• MakaleAçık Erişim2026/r/bayburt/15606
  Social Identity in Team Sports: A Quantitative Study of University Student-Athletes

  Çakır, Zekai; Uğurlu, Döndü; Sengonül, Abdullah; Yel, Kader; Güzel, Sema; Yaman, Menzure Sibel; Aktoklu, Sevda; Dilek, Ahmet Naci; Gürbüz, Cihan

  The predominance of psychological approaches in sport-related social identity research highlights the need to examine social identity within a broader sociological framework, particularly in the context of team sports. This study aims to investigate the levels of social identity among university students engaged in team sports and to determine whether these levels differ across various demographic and sport-related variables. Rather than conducting a process-oriented qualitative analysis, this study examines social identity quantitatively through measured social identity levels and selected demographic and sport-related variables. The study used a quantitative descriptive survey design with a sample of 266 university students participating in amateur-level team sports. Data were collected using a personal information form and the Social Identity Questionnaire for Sport, and analysed using descriptive statistics, independent-samples t-tests, one-way ANOVA, and Spearman’s correlation analysis. The findings indicated that participants’ social identity levels were close to moderate. While no significant differences were observed with respect to gender and age, significant differences were found in favour of participants who held leadership roles, engaged in out-of-team social interaction, and had longer sport experience, as well as across different sport branches (p < .05). Furthermore, a positive and significant relationship was identified between sport experience and social identity levels. In conclusion, social identity in team sports appears to be more closely associated with social interaction, in-group roles, and accumulated sport experience than with individual demographic characteristics.

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• DüzeltmeAçık Erişim2026Scopus SJRQ1/r/bayburt/11504
  Correction: Preservice teachers’ attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline

  Çakır, Zekai; atıkkaş, Fatih; Türkmen, Mutlu; Şengönül, Abdullah; Yaman, Menzure Sibel; Öktem, Tuncay; Gönen, Mevlüt; Güzel, Sema; Yel, Kader

  Correction: BMC Psychology (2025) 13:1423. https://doi.org/10.1186/s40359-025-03751-4. Following publication of the original article [1], the authors identified errors in several references. The incorrect and correct references are listed below: [13, 16, 27, 29, 36, 37, 42, 44, 48, 53, 70, 103, 118, 134, 138, 146, 180, 181, 182] Additionally, the authors requested the inclusion of the following statement in the Author Contributions section: During the preparation of this manuscript, AI-assisted tools were used solely for language editing, grammar correction, and improving readability. Reference No. Incorrect reference Correct reference Zhou Y, Lee J. Humor integration in technology-supported classrooms: impacts on student emotions and learning outcomes. J Comput Assist Learn. 2025;41(1):55–72. https://doi.org/10.1111/jcal.12788 Zhou W, Lee JC. The role of related humor in facilitating instructional information processing in video lectures: insight from EEG. Current Psychology. 2025;44:18027–18,037. doi:https://doi.org/10.1007/s12144-025-08405-7 Bell N, Pomerantz A. Humor in the classroom: a systematic review. Educ Rev. 2022;74(3):345–68. https://doi.org/10.1080/00131911.2020.1838467 Bell ND, Pomerantz A. Humor in the Classroom: A Guide for Language Teachers and Educational Researchers. New York: Routledge; 2016. https://doi.org/10.4324/9780203082690 Robinson A, Rose J, Elliott D, Vivaldi F. Humor in teacher–student interaction: implications for classroom engagement. Br J Educ Psychol. 2024;94(2):412– 31. https://doi.org/10.1111/bjep.12621 St-Amand J, Smith J, Goulet M. Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement. Current Psychology. 2024;43:2499–2514. https://doi.org/10.1007/s12144-023-04481-9 Crawford M, Gosling M. The use of humor in the facilitation of learning. Nurse Educ Today. 2004;24(5):369–75 Chauvet S, Hofmeyer A. Humor as a facilitative style in problem-based learning environments for nursing students. Nurse Educ Today. 2007;27(4):286–292. doi:https://doi.org/10.1016/j.nedt.2006.05.008 Bakar F, Mallan V. How students perceive the teacher’s use of humour and how it enhances learning in the classroom. Eur J Humour Res. 2022;10(4):187–99. Available from: https://www.ceeol.com/search/article-det ail? id = 1,090,400 Bakar F, Kumar V. How students perceive the teacher’s use of humour and how it enhances learning in the classroom. Eur J Humour Res. 2022;10(4):187–99. Available from: https://www.ceeol.com/search/article-det ail? id = 1,090,400 Qamar MT. ESP learners’ perspectives on teachers’ use of humour in grammar classrooms: risks, distractions, and dominance. Engl Specif Purp. 2025;67:13– 26. https://doi.org/10.1007/s44217-025-00704-2 Qamar MT, Yasmeen J, Sohail SS, et al. Laughing while learning: ESP learners’ perspectives on teachers’ use of humour in online classrooms. Discov Educ. 2025;4:321. https://doi.org/10.1007/s44217-025-00704-2 Nurul Hidayana N, Fuzi AM, Samsuri NN. Learning through laughter: humor and its effects on student enjoyment & engagement in research classrooms. J Res Educ. 2024;34(2):45–60. https://doi.org/10.12345/jre.2024.34.2.45 Nurul Hidayana MN, Amirah MF, Nurshamimie Nabilah S. Learning through laughter: humor and its effects on student enjoyment and engagement in research classroom. J Creat Pract Lang Learn Teach. 2024;12(3):129–149. https://doi.org/10.24191/cplt.v12i3.2635 Atar C, Bağcı H, editors. Current studies in pre-service teacher education. Newcastle upon Tyne: Cambridge Scholars Publishing; 2019. Available from: https://www.cambridgescholars.com/resources/pdfs/978-1-5275-3747-7-sa mple.pdf. Atar C, Bağcı H, editors. Current studies in pre-service teacher education. Newcastle upon Tyne: Cambridge Scholars Publishing; 2019. Flores MA. Teacher education and the development of teacher identity: learning to be a teacher. Int J Educ Res. 2018;88:146–56. Available from:https://www.tdx.cat/handle/10803/650899#page=1 Flores MA. Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. J Educ Teach. 2020;46(2):145–158. https://doi.org/10.1080/02607476.2020.1724659 Oral G. Ergenlikte Mizah ölçeği. Educ Sci. 2004;29(133):50–9. Oral G. Ergenlikte Mizah ölçeği. Educ Sci. 2004;29(133):20–27 Özkara Y. İlköğretim Türkçe eğitimi sürecinde Mizah unsurlarından Yararlanma. Milli Folklor. 2013;25(100):45–58 Özkara Y. İlköğretim Türkçe eğitimi sürecinde Mizah unsurlarından Yararlanma. Milli Folklor. 2013;25(100):182–188 El Hajj A, Kouri S, Soueidan H, Abou Rjeily A, Dagher J, Azouri J. Stress, physical activity, and mindfulness practices among youths. Front Sports Act Living. 2024;6:1493729. https://doi.org/10.3389/fspor.2024.1493729 El Hajj A, Noulhiane M, Andrieu B, Heutte N, Sirost O. Stress, physical activity, and mindfulness practices among youth amidst COVID-19. Front Sports Act Living. 2024;6:1493729. https://doi.org/10.3389/fspor.2024.1493729 Zillmann D, Stocking SH. Putdown humor. J Commun. 1976;26(3):154–63. https://doi.org/10.1111/j.1460-2466.1976.tb01920.x Zillmann D, Stocking SH. Putdown humor. J Commun. 1976;26(3):154–63. https://doi.org/10.1111/j.1460-2466.1976.tb01919.x Nikbakhsh R, Farahani A. Investigating humor and team cohesion in sports environments. J Electr Syst. 2024;20(1):404–14. Safaei MA, Safania A, Nikbakhsh R, Farahani A. Investigating humor and team cohesion in sports environments. J Electr Syst. 2024;20(1):404–414. Şahin M. Teachers’ perceptions of humor use in schools: contributions to the educational process. J Pedagog Res. 2021;5(3):1–15. https://doi.org/10.33902/jpr.202127083 Sahin A. Humor use in school settings: the perceptions of teachers. SAGE Open. 2021;11(2):21,582,440,211,022,691. https://doi.org/10.1177/21582440211022691 Iwon K. Elevating subjective well-being through physical exercises: an intervention study. Front Psychol. 2021;12:702678. https://doi.org/10.3389/fpsyg.2 021.702678 Iwon K, Skibinska J, Jasielska D, Kalwarczyk S. Elevating subjective well-being through physical exercises: an intervention study. Front Psychol. 2021;12:702678. https://doi.org/10.3389/fpsyg.2021.702678 Kim HS. Harmony and distress: humor, culture, and psychological well-being. Front Psychol. 2019;10:68. https://doi.org/10.3389/fpsyg.2019.00068 Kim HS, Plester BA. Harmony and distress: humor, culture, and psychological well-being in South Korean organizations. Front Psychol. 2019;9:2643. https://doi.org/10.3389/fpsyg.2018.02643 O’Neill OA. Emotional culture and humor in organizations. J Organ Behav. 2024;45(2):233–48. https://doi.org/10.1002/job.2761 O’Neill OA, Rothbard NP. Is love all you need? The effects of emotional culture, suppression, and work–family conflict on firefighter risk-taking and health. Acad Manag J. 2017;60(1):78–108. https://doi.org/10.5465/amj.2014.0952 Cao Y, Li X, Zhang Y. The impact of culture and social distance on humor. Front Psychol. 2023;14:1123456. https://doi.org/10.1177/19485506211065938. Cao Y, Hou Y, Dong Z, Ji LJ. The impact of culture and social distance on humor appreciation, sharing, and production. Soc Psychol Personal Sci. 2023;14(2):207–217. doi:https://doi.org/10.1177/19485506211065938.

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• DüzeltmeYayıncıda açık erişim2026Scopus SJRQ1/r/bayburt/11428
  Correction: examination of trauma levels and earthquake stress coping strategies of university students who exercise and do not exercise after an earthquake

  Çakır, Zekai; Erbaş, Ülfet; Gönen, Mevlüt; Naci, Ahmet; Güzel, Sema

  Correction: BMC Psychology (2025) 13:867 https://doi.org/10.1186/s40359-025-03108-x. Following publication of the original article [1], the authors identified errors in references 67 and 110. The incorrect and correct references are listed below. Additionally, the authors requested the inclusion of the following statement in the Author Contributions section: "During the preparation of this manuscript, AI-assisted tools were used solely for language editing, grammar correction, and improving readability." Reference No. Incorrect reference Correct reference Nolen-Hoeksema S, Aldao A. Gender and coping: A meta-analysis of general research findings. J Cogn Psychother. 2012;25(1):35–56. https://doi.org/10.1146/annurev-clinpsy-032511-143109. Nolen-Hoeksema S. Emotion regulation and psychopathology: the role of gender. Annu Rev Clin Psychol. 2012;8:161–187. https://doi.org/10.1146/annurev-clinpsy-032511-143109 Kunz V. Sport as a post-disaster psychosocial intervention in Bam, Iran. In: the social impact of sport. Routledge; 2019. p. 39–49. https://www. taylorfrancis.com/chapters/edit/https://doi.org/10.4324/9781315875057-4/sport-post-disaster-psychosocial-intervention-bam-iran-valer Kunz V. Sport as a post-disaster psychosocial intervention in Bam, Iran. Sport Soc. 2009;12(9):1147–1157. doi:https://doi.org/10.1080/17430430903137803.

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11429
  Examination of trauma levels and earthquake stress coping strategies of university students who exercise and do not exercise after an earthquake

  Çakır, Zekai; Erbaş, Ülfet; Gönen, Mevlüt; Ceyhan, Mehmet Ali; Öktem, Tuncay; Kul, Murat; Dilek, Ahmet Naci; Güzel, Sema

  Background: Earthquakes are calamities of devastating nature that induce longterm post traumatic stress on affected victims. As such, they are recognized worldwide as being huge sources of stress. In this research study, the first objective is to assess the level of trauma and earthquake stress of university students who exercise and those who do not. Methods: This study utilized the descriptive survey research method. The sample comprised 378 male and 300 female students who experienced the socially detrimental 7.7 Mw and 7.6 Mw earthquakes in Turkey on February 6, 2023. The data were both face-to-face and via computer-administered questionnaire with the tools of “Post-Earthquake Trauma Level Scale” and “Earthquake Stress Coping Strategies Scale.” After checking for normality, the parametric tests were used, the t-test to compare two groups of data, and ANOVA for three or more groups of data. Furthermore, Pearson correlation analyses were performed to compare the interactions between students who exercise and those who do not. Results: The study found that gender affected trauma levels, with female students (X = 73.483) exhibiting significantly higher trauma levels than male students (X = 68.799) (p < 0.001). Students who engaged in regular physical activity (X = 67.71) were found to have lower trauma levels compared to those who did not exercise (X = 71.97). Participants who feared being caught by the earthquake at home or school (X = 73.32), experienced the loss of someone close (X = 88.10) or believed that adequate precautions against the earthquake had not been taken (X = 71.73) had higher trauma scores. According to the results of the ANOVA test, students from the Departments of Sports Sciences (X = 69.78) and Religious Studies (X = 69.63) were observed to have lower trauma levels. Pearson correlation analysis showed a positive and moderate relationship between trauma levels and earthquake stress coping strategies among students who engaged in regular physical activity (r =.176, p < 0.01). Conclusions: The research identified that factors such as gender, regular exercise, the experience of losing a loved one, and the perception that insufficient precautions were taken all significantly influence trauma levels. Moreover, the findings highlighted that regular physical exercise serves as an effective strategy for managing and coping with trauma.

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11019
  Preservice teachers’ attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline

  Çakır, Zekai; Çatıkkaş, Fatih; Türkmen, Mutlu; Şengönül, Abdullah; Yaman, Menzure Sibel; Öktem, Tuncay; Gönen, Mevlüt; Güzel, Sema; Yel, Kader

  Background: Humour in educational contexts is not merely an element of entertainment but a powerful pedagogical tool that reduces anxiety, enhances motivation, strengthens classroom climate, and facilitates learning. While affiliative and anxiety-reducing functions of humour foster social bonds, it is well documented that hostile or aggressive humour can undermine students’ self-concept. For this reason, humour must be employed with careful consideration in pedagogical settings. Although recent research has increasingly examined the associations between humour, psychological resilience, cognitive flexibility, and social interaction, studies evaluating preservice teachers’ humour attitudes concerning lifestyle factors (e.g., physical activity) and socio-demographic variables remain limited. The present study seeks to address this gap by situating the multidimensional nature of humour at the intersection of pedagogy, lifestyle, and cultural context. Methods: The study, conducted within a cross-sectional survey design, included 766 preservice teachers (397 male, 369 female) enrolled at various universities in Turkey during the 2023–2024 academic year. Participants were classified as physically active or inactive based on WHO and ACSM criteria. The Attitude Scale Toward the Use of Humour in Education (ASTUHE) was employed as the data collection instrument. The scale consists of 17 items grouped into three subscales: PHNE (Perceiving Humour as Necessary in Education), ELI (Effect on Language and Instruction), and CCM (Contribution to Classroom Management). In Balta’s (2016) original study, internal consistency was reported as α = 0.89, whereas in the present research, internal consistency was α = 0.887. For the analyses, independent-samples t-tests, one-way ANOVA, and post-hoc tests (LSD, Tukey HSD, Bonferroni) were conducted, with effect sizes (Cohen’s d, η², ηp²) also reported. Results: Preservice teachers generally evaluated humour as a positive element in education. Students who engaged in regular physical activity reported significantly higher attitude scores than their inactive peers (M = 3.51 vs. 2.86; p <.001, d = 0.62). Female students exhibited more favourable attitudes than males (p <.05, d = 0.61–0.98). Likewise, students involved in team sports demonstrated significantly higher scores than those engaged in individual sports (p <.001, d = 0.60–0.96). Differences were also observed across academic discipline, class level, family humour climate, income level, and place of upbringing (p <.05, ηp² = 0.015–0.027). In particular, students raised in urban centres evaluated the functions of humour in education more positively, likely due to their exposure to broader cultural and social stimuli. These findings underscore that humour is not merely a pedagogical skill but a multidimensional phenomenon shaped by lifestyle, social environment, and cultural factors. Conclusions: Regarding contribution to the literature, the study illuminates the relationship between humour and lifestyle factors, while simultaneously revealing the multilayered structure of humour through the combined examination of diverse socio-demographic variables. Moreover, the positive (affiliative, supportive) and negative (sarcastic, aggressive) aspects of humour are contextualised and discussed in light of the literature. Although the cross-sectional design and reliance on self-report data limit causal inference, the findings suggest that preservice teachers’ humour awareness and the availability of physical activity opportunities in university settings may enhance pedagogical skills and psychosocial resilience. Future longitudinal and experimental research could more clearly elucidate the causal mechanisms linking humour and lifestyle factors.

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