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- MakaleAçık Erişim2026Scopus SJRQ1The mediating role of problem solving in the relationship between emotional intelligence and mental well-being
Erdoğan, Ramazan; Özcan, Büşra; Kızar, Oktay; Kızılkoca, Mustafa; Çalışır, İrem Kaptangil; Bozkurt, Eyüp; Uğurlu, Fatih Mehmet; Tan, Suriye; Koçal, Meryem
Background: This study aims to examine the relationship between emotional intelligence and mental well-being among university students and to reveal the mediating role of problem-solving skills in this relationship. Methods: Of these students, 707 participated, and the Emotional Intelligence Trait Scale, the Warwick-Edinburgh Psychological Well-being Scale, and the Problem-Solving Inventory were used as data collection tools. The SPSS software was used for data analysis. Results: Emotional intelligence appears to have a significant effect on mental well-being, and emotional intelligence directly significantly predicts problem-solving skills, but mental well-being does not have a significant effect on problem-solving skills. Emotional intelligence appears to have a direct effect on problem-solving, and mental well-being mediates this effect. The explanatory power of the model is moderate in terms of the role of emotional intelligence in predicting mental well-being and more limited in terms of its role in predicting problem-solving skills. Conclusion: In conclusion, emotional intelligence strengthens individuals’ mental well-being and directly positively impacts their problem-solving skills. However, mental well-being does not play a mediating role in the problem-solving process. This suggests that the direct effect of emotional intelligence is primary in improving problem-solving skills, and mental well-being does not serve as a decisive mediating factor in this process. Therefore, interventions aimed at strengthening emotional intelligence can be effective both in enhancing individuals’ mental well-being and in directly supporting problem-solving skills.
- MakaleAçık Erişim2025Scopus SJRQ1The effect of 12 weeks of basic soccer training on violence tendency, psychological resilience, social anxiety in 12–14 years old children
Özcan, Büşra; Çelikel, Baha Engin; Erdoǧan, Ramazan; Karadaǧ, Mustafa; Aydoǧdu, Volkan; Uǧurlu, Fatih Mehmet; Bozkurt, Eyüp; Turan, Mehmet; Koçal, Meryem; Orhan, Serdar
Background: Regular exercise during childhood impacts not only physical development but also emotional stability, social adaptation, and behavioral control. Therefore, the present study aimed to examine the effects of a 12-week introductory football training programme on violent tendencies, psychological resilience, and social appearance anxiety in children aged 12–14. Methods: A randomized controlled design was used, with 40 children assigned to an experimental group (n = 20) or a control group (n = 20). The experimental group completed 60-min football sessions three times a week, while the control group did not participate in structured activity. The program included a 20-min warm-up, technical and tactical exercises, game-based activities, and a cool-down, targeting physical, technical, tactical, and psychosocial development. Data were collected using the VTS, PRS, and SAAS scales.Statistical analyses were performed using SPSS version 25 (IBM Corp., Armonk, NY, USA), with mixed-design ANOVA, significance set at p < 0.05, and effect sizes reported as partial eta-squared (ηp2). Results: No significant difference was observed in violence tendency scores in the experimental group (p = 0.939). However, a decrease was observed in psychological resilience scores in comparison to pre-test values, and this decrease approached the threshold of significance with a medium effect size (p = 0.153, ηp2 = 0.053). This finding suggests that the intervention may have a limited effect on psychological resilience. While no significant change was detected in the social appearance anxiety variable in the experimental group (p = 0.120), a significant decrease in anxiety levels was observed in the control group (p = 0.029). This finding suggests that factors other than the experimental intervention may have been effective in the control group. Conclusions: In conclusion, the 12-week football training programme demonstrated no significant short-term effect on violent tendencies or social appearance concerns, but may have a temporary effect on psychological resilience. The findings indicate that the impact of sports participation on psychosocial development in children is multifaceted and contingent on individual differences.
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