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The study analyzes data collected over three years from middle school students to understand how parental knowledge and control impact adolescents’ motivation and interest in leisure activities. 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The study analyzes data collected over three years from middle school students to understand how parental knowledge and control impact adolescents’ motivation and interest in leisure activities. Outcomes suggest that supportive parenting can enhance intrinsic motivation among adolescents, particularly girls, highlighting the need for programs that educate parents on fostering healthy leisure choices.</p></div></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="11038275" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11038275/Leisure_boredom_and_high_school_dropout_in_Cape_Town_South_Africa">Leisure boredom and high school dropout in Cape Town, South Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="26705329" href="https://southafricanmedicalresearchcouncil.academia.edu/CarlLombard">Carl Lombard</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Adolescence, 2008</p><p class="ds-related-work--abstract ds2-5-body-sm">This prospective cohort study investigated whether leisure boredom predicts high school dropout. Leisure boredom is the perception that leisure experiences do not satisfy the need for optimal arousal. Participants completed a self-report questionnaire which included the Leisure Boredom Scale. The original cohort of grade 8 students (n ¼ 303) was followed up twice at 2-yearly intervals. Of the 281 students at the second follow-up, 149 (53.0%) students had dropped out of school. The effect of leisure boredom on dropout was investigated using logistic regression taking into account the clustering effect of the schools in the sampling strategy, and adjusting for age, gender and racially classified social group. Leisure boredom was a significant predictor of dropout (OR ¼ 1.08; 95% CI: 1.01-1.15) in students 14 years and older, but not so in younger students (OR ¼ 1.0; 95% CI: 0.95-1.05). The study has shown that measuring leisure ARTICLE IN PRESS www.elsevier.com/locate/jado 0140-1971/$30.(L. Wegner), alan.flisher@uct.ac.za (A.J. Flisher), ChikobvuP@fshealth.gov.za (P. Chikobvu), carl.lombard@mrc.ac.za (C. Lombard), gxk14@psu.edu (G. King).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Leisure boredom and high school dropout in Cape Town, South Africa","attachmentId":46952410,"attachmentType":"pdf","work_url":"https://www.academia.edu/11038275/Leisure_boredom_and_high_school_dropout_in_Cape_Town_South_Africa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11038275/Leisure_boredom_and_high_school_dropout_in_Cape_Town_South_Africa"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="40319776" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40319776/The_relationship_between_leisure_activities_and_learning_in_secondary_school">The relationship between leisure activities and learning in secondary school</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="80642804" href="https://independent.academia.edu/CPomohaci">Cristian-Mihai Pomohaci</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Volume of Central and Eastern European LUMEN Conference: New Approaches in Social and Humanistic Sciences: NASHS , Chișinău, 11-13 septembrie, MEDIMOND, Bologna, Italy, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">In this research we aimed to identify first how students are learning and secondly how they prefer to spend their leisure time. In particular we were interested to see if the desire of belonging to a group is manifested both, in learning (teamwork) and in specific leisure activities. The research focused on studying the differences between girls-boys and urban areas. The study was conducted in all major regions of Romania, including a number of 483 pupils (aged approximately 13 years). We observed that we have differences in the desire of belonging to a group when we compare how students prepare homework and how they spend their leisure time. The results showed no significant differences by gender (girls-boys) or the environment (urban-rural). In terms of trend (p (0.10; 0.05)) we can see differences between these categories. Three decades ago, Ajzen put forward a new theory in order to explain the behaviour and choices of people (Ajzen, 1992). Based on the idea that intentions, behaviour and choices that a person makes at a certain point are caused by three groups of factors. Taking these factors into account, Ajzen attempts to determine the likely behaviour of individuals. Later, he applies this theory successfully or leisure activities undertaken outdoors, these being seen as personal choices. The reason for his interest in this type of activities is an observed decline of such outdoor activities. Recently the ratio of physical to cognitive and artistic spare time activities as been decreasing steadily. Surveys warn about the tendencies of young people avoid exercise. A longitudinal study of over 700 teenagers in Pittsburgh aged 12-15 shows that his decline tends to occur in secondary school, with 25% less pupils still doing exercise at the end of secondary school. In a survey 10 years ago, (Popenici S. et al, 2004) finds that choices of students from terminal highschool classes (aprox age 18) are affected by the following factors, in this order: television, family, written press, fellow students and friends, and a lot less by teachers. Only 13% choose a sports person as model, the rest choosing stars, politicians, artists. Among the reasons for these choices are career success (44%), wish to be famous (38.7%) and wealth (30%). Is there a statistical correlation between intent to do sports and actually doing it? The theory of planned behaviour predicts accurately, starting from the three types of belief, the manner of choosing an activity. Beliefs are influenced by media, family and close friends. Ajzen pointed out that for leisure activities the theory of planned behaviour is superior to the previous theory of motivating action, as formulated by (Ajzen și Fishbein 1980). For answers based on emotional nature we find that two independent variables are extremely important in the behavioural choices of students-the manner in which the activity is perceived</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The relationship between leisure activities and learning in secondary school","attachmentId":60561805,"attachmentType":"pdf","work_url":"https://www.academia.edu/40319776/The_relationship_between_leisure_activities_and_learning_in_secondary_school","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40319776/The_relationship_between_leisure_activities_and_learning_in_secondary_school"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="91762611" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/91762611/Association_between_leisure_time_activities_and_school_failure_in_adolescents_The_1993_Birth_Cohort">Association between leisure-time activities and school failure in adolescents: The 1993 Birth Cohort</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="12069240" href="https://independent.academia.edu/Gon%C3%A7alvesHelen">Helen Gonçalves</a></div><p class="ds-related-work--metadata ds2-5-body-xs">PLOS ONE, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">To evaluate the relationship between leisure-time activities at 11 years old and the incidence of school failures from 11 to 15 years in adolescents. Methods The sample comprised 4,090 adolescents from the 1993 Pelotas Birth Cohort, Brazil. The outcome was measured as the number of school failures from 11 to 15 years, based on reported information from cohort participants and their parents. The exposures were collected at 11 years old, as follows: reading; meeting friends; talking to parents; and dating. Results In the group from 11 to 15 years old, 53.3% failed at school at least once. Meeting friends 4-7 times/week (RR = 1.15) and dating 1-3 times/week (RR = 1.22) were associated with high risk for school failure. Reading showed an inverse relationship with school failures (1-3 times/week RR = 0.83; 4-7 times/week RR = 0.71). Reading at least once a week could prevent around 16% of school failures. Conclusion The context in which adolescents are inserted plays a relevant role in school performance. Understanding these factors may help to propose actions to reduce school failure rates even further.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Association between leisure-time activities and school failure in adolescents: The 1993 Birth Cohort","attachmentId":94957340,"attachmentType":"pdf","work_url":"https://www.academia.edu/91762611/Association_between_leisure_time_activities_and_school_failure_in_adolescents_The_1993_Birth_Cohort","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/91762611/Association_between_leisure_time_activities_and_school_failure_in_adolescents_The_1993_Birth_Cohort"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="16869702" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/16869702/Research_Update_Leisure_for_Life">Research Update: Leisure for Life</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36419862" href="https://independent.academia.edu/MichaelKanters">Michael Kanters</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36415547" href="https://independent.academia.edu/JasonBocarro">Jason Bocarro</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36341435" href="https://independent.academia.edu/CasperJonathan">Jonathan Casper</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Research Update: Leisure for Life","attachmentId":39229025,"attachmentType":"pdf","work_url":"https://www.academia.edu/16869702/Research_Update_Leisure_for_Life","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/16869702/Research_Update_Leisure_for_Life"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="92307323" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/92307323/The_Relationship_Between_School_Leisure_Conflict_and_Educational_and_Mental_Health_Indexes_A_Motivational_Analysis">The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="222931528" href="https://independent.academia.edu/RobertVallerand">Robert Vallerand</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Applied Social Psychology, 2005</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis","attachmentId":95350496,"attachmentType":"pdf","work_url":"https://www.academia.edu/92307323/The_Relationship_Between_School_Leisure_Conflict_and_Educational_and_Mental_Health_Indexes_A_Motivational_Analysis","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/92307323/The_Relationship_Between_School_Leisure_Conflict_and_Educational_and_Mental_Health_Indexes_A_Motivational_Analysis"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="47841107" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47841107/Individual_Motivation_and_Parental_Influence_on_Adolescents_Experiences_of_Interest_in_Free_Time_A_Longitudinal_Examination">Individual Motivation and Parental Influence on Adolescents’ Experiences of Interest in Free Time: A Longitudinal Examination</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4637907" href="https://psu-us.academia.edu/LindaCaldwell">Linda Caldwell</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Youth and Adolescence, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">This study investigates changes in self-reported motivation for leisure due to participation in HealthWise, a high school curriculum aimed at decreasing risk behavior and promoting health behavior. Participants were 2,193 mixed race adolescents (M = 14 years old) from 9 schools (4 intervention, 5 control) near Cape Town, South Africa. Students in the HealthWise school with the greatest involvement in teacher training and implementation fidelity reported increased intrinsic and identified motivation and decreased introjected motivation and amotivation compared to students in control schools. These results point to the potential for intervention programming to influence leisure motivation among adolescents in South Africa and represent a first step toward identifying leisure motivation as a mediator of program effects.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Individual Motivation and Parental Influence on Adolescents’ Experiences of Interest in Free Time: A Longitudinal Examination","attachmentId":66756927,"attachmentType":"pdf","work_url":"https://www.academia.edu/47841107/Individual_Motivation_and_Parental_Influence_on_Adolescents_Experiences_of_Interest_in_Free_Time_A_Longitudinal_Examination","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47841107/Individual_Motivation_and_Parental_Influence_on_Adolescents_Experiences_of_Interest_in_Free_Time_A_Longitudinal_Examination"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="27868051" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27868051/High_Ability_Students_Time_Spent_Outside_the_Classroom">High-Ability Students' Time Spent Outside the Classroom</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34376134" href="https://independent.academia.edu/MarthaPutallaz">Martha Putallaz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Advanced Academics, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">This study considered how three groups of academically talented high school students-those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)-spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and attendance (TIP vs. QNA). Male-female comparisons were also conducted. By comparing participation rates across a variety of activities and by sex, the current study helps explain the lives of high-ability students outside the arena by which they are defined: their academic ability. Results reveal numerous group and sex differences based on how high-ability students spend their time outside the classroom. Females tended to participate more than males in activities that were generally positively associated with academic achievement, while also participating in more types of activities. Males, however, reported watching more TV and were less likely to participate in any activity. QNA students reported spending more time on academic-related activities, such as homework and academic clubs, than did DNQ students, indicating a generally higher interest in academic endeavors. However, the QNA and TIP groups differed only in their service club participation rates, indicating that attending a summer program is not associated with spending time outside the classroom differently during the school year. This research underscores the heterogeneity of different groups of high-ability students and suggests some caution when generalizing from research findings based only on program participants. Knowing how students spend their time can help parents, educators, and researchers understand and foster adolescent development. by Matthew Makel on December 16, 2011 joa.sagepub.com Downloaded from Makel et al.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"High-Ability Students' Time Spent Outside the Classroom","attachmentId":48152011,"attachmentType":"pdf","work_url":"https://www.academia.edu/27868051/High_Ability_Students_Time_Spent_Outside_the_Classroom","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27868051/High_Ability_Students_Time_Spent_Outside_the_Classroom"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="47173520" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47173520/Is_Participation_in_Organized_Leisure_Time_Activities_Associated_with_School_Performance_in_Adolescence">Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="38321181" href="https://umcg.academia.edu/JitsevanDijk">Jitse P van Dijk</a></div><p class="ds-related-work--metadata ds2-5-body-xs">PloS one, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family. The sample concerned 10,483 adolescents (49.2% boys) aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes. Participation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest assoc...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?","attachmentId":66406725,"attachmentType":"pdf","work_url":"https://www.academia.edu/47173520/Is_Participation_in_Organized_Leisure_Time_Activities_Associated_with_School_Performance_in_Adolescence","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47173520/Is_Participation_in_Organized_Leisure_Time_Activities_Associated_with_School_Performance_in_Adolescence"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="66838396" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/66838396/Adolescents_and_Lifestyles_A_Study_on_Students_Leisure_in_the_Province_of_Rome">Adolescents and Lifestyles . A Study on Students ’ Leisure in the Province of Rome</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="150322228" href="https://independent.academia.edu/CMaulini">Claudia Maulini</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">This study aims at analyzing and interpreting the practices that adolescence influences in their spare time. The social interest aroused during adolescence influences social behaviors and allow us to collect data and better know the lifestyles of adolescents in their leisure time. For this reason, the main aim of this research is to study the leisure practices pursued and desired by Italian adolescents in the province of Rome, discovering the main elements that may be associated with these behaviors. To this scope, we have opted, in this study, for the use of a quantitative methodology, both descriptive and inferential, using, as a measure, the mACOFYD questionnaire, which was administered to a total sample of 2401 secondary school students from the Province of Rome, Italy. The results of this study have highlighted that the physical and sport activities are chosen and desired by most of the pupils studied, and that these practices are closely linked to the level of education of the...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Adolescents and Lifestyles . A Study on Students ’ Leisure in the Province of Rome","attachmentId":77878967,"attachmentType":"pdf","work_url":"https://www.academia.edu/66838396/Adolescents_and_Lifestyles_A_Study_on_Students_Leisure_in_the_Province_of_Rome","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/66838396/Adolescents_and_Lifestyles_A_Study_on_Students_Leisure_in_the_Province_of_Rome"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="15672458" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15672458/Examining_leisure_boredomin_high_school_students_in_Turkey">Examining leisure boredomin high school students in Turkey</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34765688" href="https://gazi.academia.edu/beyzamerveakg%C3%BCl">beyza merve akgül</a></div><p class="ds-related-work--abstract ds2-5-body-sm">High school students who do not have leisure skills are more likely to be bored during leisure time. The aim of the study is to examine leisure boredom of high school students based on some variables (gender and income), and to investigate the relationship between leisure boredom, the presence/absence of anti-social behavior and the frequency at which high school students participate in recreational activities. This study utilized survey research methods and consisted of a convenience sample of 497 students who enrolled in state high schools in Ordu City-Altinordu township, Turkey. Their ages range from 15 to 18 years. The students completed the Leisure Boredom Scale (LBS) and demographic information form. In the result, it was found that there was no significant difference between (p>0.05) leisure boredom subscales and gender. However, a significant difference (p<0.05) was seen between gender and exhibiting anti-social behavior. There was also a significant difference between the perfection subscale of LBS and income. Furthermore, no significant relations were detected between the students' leisure boredom levels and the physical, social, cultural-artistic, touristic and miscellaneous activities they performed (p>0.05).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Examining leisure boredomin high school students in Turkey","attachmentId":38760887,"attachmentType":"pdf","work_url":"https://www.academia.edu/15672458/Examining_leisure_boredomin_high_school_students_in_Turkey","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15672458/Examining_leisure_boredomin_high_school_students_in_Turkey"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":66756938,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":66756938,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_66756938" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="27363420" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27363420/Why_adolescents_do_not_attend_school">Why adolescents do not attend school</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32546892" href="https://independent.academia.edu/MichaelWeitzman">Michael Weitzman</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Adolescent Health Care, 1987</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link 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