The effect of movement education on self-efficacy beliefs and subjective well-being levels of university students

The aim of this study is to determine the effect of game education practices on subjective well-being and general self-efficacy beliefs of university students. The population of the study consisted of 234 students (141 females; 93 males) studying at Acıpayam Vocational High School. The sample of the study consisted of 37 students (study n = 20; control n = 17) who had the lowest subjective well-being total score (SWBTS) and total self-efficacy total score (SETS) and who volunteered to participate in the study. The data were collected by subjective well-being scale developed by Tuzgöl-Dost (2004) and general self-efficacy scale adapted by Aypay (2010). These scales were applied to all participants before and after the practices. In addition, the follow-up measurement was taken from the study group one month after the end of the game training program. SPSS 25.00 package program was used for data analysis. Shapiro-Wilk test was used to examine the normal distribution. When parametric test assumptions are met, the significance test of the difference between the two means was used to compare independent group differences, and when parametric test assumptions are not met, Mann Whitney U test was used to compare independent group differences. In dependent group comparisons, when parametric test assumptions are met, Repeated Measures Analysis of Variance and significance test of difference between two peers, and when parametric test assumptions are not met, Friedman Test was used. According to the results of the study, the change in the pre-post test scores of SWBTS and SETS after the game education program is statistically significant. The change in the pre-post test scores of the control group is not statistically significant. When the difference scores of the study and control groups were compared after the game education program, the change in SWBTS and SETS is statistically significant. The increase in the scores of the study group was higher than the increase in the control group. This may be due to the fact that the game education program is given at short intervals and consists of a program with different activities. In addition, even if students cannot succeed in one of the games, they may be able to feel more competent by succeeding in the other. As a result, It can be said that applied game education program has positive effect on subjective well-being and general self-efficacy scores of students.