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Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması

Year 2020, Volume: 5 Issue: 3, 243 - 248, 30.09.2020

Abstract

Amaç: Üniversite öğrencilerinde öğrenme stilleri öğrenme süreci ve akademik başarı ile ilişkili olup, eğiticiler için önem taşımaktadır. Yapılan çalışmalarda öğrenme stillerinin farklı faktörlerden etkilendiği gösterilmiş olmakla birlikte bu konuda var olan bilgiler çelişkili olup öğrenme stilleri ile fiziksel aktivite, yorgunluk ve muskuloskeletal ağrıyı ilişkilendiren herhangi bir çalışmaya rastlanmamıştır. Çalışmamızın amacı, farklı öğrenme stillerine sahip üniversite öğrencilerinde fiziksel aktivite, yorgunluk ve muskuloskeletal ağrının karşılaştırılmasıdır.

Gereç ve Yöntem: Kesitsel olarak planlanan çalışmamıza; 125 gönüllü üniversite öğrencisi [Ortanca yaş; 21 (20/22) yıl] dâhil edildi. Öğrenciler; Öğrenme Stilleri Envanteri ile sahip oldukları öğrenme stillerine göre bedensel, işitsel ve görsel olmak üzere üç gruba ayrıldı. Fiziksel aktivite değerlendirilmesi için Uluslararası Fiziksel Aktivite Anketi Kısa Formu, yorgunluk düzeylerinin değerlendirilmesi için Yorgunluk Şiddet Ölçeği, muskuloskeletal ağrı değerlendirilmesi için İskandinav Kas İskelet Sistemi Sorgusu kullanıldı.

Bulgular: Öğrencilerin ortanca total fiziksel aktivite skorları 2220 (1092/3800) MET-dakika/hafta, yorgunluk skorları ise 4 (3/5) idi. Gruplar arasında yorgunluk şiddetleri ve fiziksel aktivite skorları açısından anlamlı fark bulunamadı (p>.05). Görsel öğrenme stiline sahip öğrencilerde bel ve boyun ağrısı görülme yüzdesi diğer gruplara göre anlamlı olarak daha fazlaydı (p<.05).

Sonuç: Çalışmamızda farklı öğrenme stillerine sahip üniversite öğrencilerinin fiziksel aktivite ve yorgunluk düzeylerinin benzer olduğu ancak görsel öğrenme stiline sahip öğrencilerde bel ve boyun ağrılarının daha fazla görüldüğü sonucuna varıldı.


Abstract

Objective: Learning styles in university students are associated with the learning process and academic success and are important for educators. Although studies have shown that learning styles are affected by different factors, the available information is contradictory and no studies associating learning styles with physical activity, fatigue and musculoskeletal pain have been found. The purpose of our study is to compare physical activity, fatigue, and musculoskeletal pain in university students with different learning styles.

Material and Methods:
In our cross-sectional study; 125 volunteer university students [Median age; 21 (20/22) years] were included. Students were divided into three groups as physical, auditory, and visual learning styles according to the Learning Styles Inventory. International Physical Activity Questionnaire Short Form for the physical activity assessment, Fatigue Severity Scale for the assessment of fatigue levels, and Nordic Musculoskeletal Questionnaire for the musculoskeletal pain assessment were used.

Findings: The median total physical activity score was 2220 (1092,3800) METmin/ week and fatigue score was 4 (3,5). There was no significant difference between the fatigue and physical activity scores of the groups (p>.05). The percentage of neck and low back pain in students with visual learning style was significantly higher than the other groups (p<.05).

Conclusion:
In our study, the fatigue and physical activity scores were similar in students with different learning styles, however, low back and neck pains were more common in students with the visual learning style.

References

  • Abante, M. E. R., Almendral, B. C., Manansala, J. R. E., & Mañibo, J. (2014). Learning styles and factors affecting the learning of general engineering students. International Journal of Academic Research in Progressive Education and Development, 3(1), 16-27.
  • Armutlu, K., Korkmaz, N. C., Keser, I., Sumbuloglu, V., Akbiyik, D. I., Guney, Z. vd.. (2007). The validity and reliability of the Fatigue Severity Scale in Turkish multiple sclerosis patients. International Journal of Rehabilitation Research, 30(1), 81-85.
  • Bherer, L., Erickson, K. I., & Liu-Ambrose, T. (2013). A review of the effects of physical activity and exercise on cognitive and brain functions in older adults. Journal of aging research, 2013.
  • Bilasa, P. (2012). Üniversite öğrencilerinin öğrenme stillerinin belirlenmesi (Gazi Üniversitesi örneği). ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD), 3(6), 7-20.
  • Brink, Y., Crous, L. C., Louw, Q. A., Grimmer-Somers, K., & Schreve, K. (2009). The association between postural alignment and psychosocial factors to upper quadrant pain in high school students: a prospective study. Manual therapy, 14(6), 647-653.
  • Bültmann, U., Kant, I., Kasl, S. V., Schröer, K. A., Swaen, G. M., & van den Brandt, P. A. (2002). Lifestyle factors as risk factors for fatigue and psychological distress in the working population: prospective results from the Maastricht Cohort Study. Journal of Occupational and Environmental Medicine, 44(2), 116-124.
  • Correa, J. E. (2006). Identifying students’ learning styles in exercise physiology from the Faculty of Rehabilitation and Human Development. Revista Ciencias de la Salud Bogotá, 4, 41–53.
  • Craig, C. L., Marshall, A. L., Sjöström, M., Bauman, A. E., Booth, M. L., Ainsworth, B. E., et al. (2003). International physical activity questionnaire: 12-country reliability and validity. Medicine & science in sports & exercise, 35(8), 1381-1395.
  • Çağlayan, H. S., & Taşğın, Ö. (2008). Beden Eğitimi ve Spor Yüksekokulu Sınavına Başvuran Aday Öğrencilerin Öğrenme Biçemlerinin İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (20), 199-212.
  • Demirtürk, F., Günal, A., & Alparslan, Ö. (2017). Sağlık bilimleri öğrencilerinin fiziksel aktivite düzeyinin tanımlanması. Ergoterapi ve Rehabilitasyon Dergisi, 5(3), 169-178.
  • Eski, T., & Görgüt, İ. (2018). Beden Eğitimi ve Spor Yüksekokulu Özel Yetenek Sınavına Katılan Adayların Öğrenme Biçemleri ve Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi. Kastamonu Eğitim Dergisi, 26(6), 2105-2116. González-Haro, C., Calleja-González, J., & Escanero, J. F. (2010). Learning styles favoured by professional, amateur, and recreational athletes in different sports. Journal of sports sciences, 28(8), 859-866.
  • Hänninen, O., & Koskelo, R. (2003, August). Adjustable tables and chairs correct posture and lower muscle tension and pain in high school students. In 15th Triennial Congress of the International Ergonomics Association (pp. 24-29).
  • Hanvold, T. N., Veiersted, K. B., & Wærsted, M. (2010). A prospective study of neck, shoulder, and upper back pain among technical school students entering working life. Journal of Adolescent Health, 46(5), 488-494.
  • Haroon, H., Mehmood, S., Imtiaz, F., Ali, S. A., & Sarfraz, M. (2018). Musculoskeletal pain and its associated risk factors among medical students of a public sector University in Karachi, Pakistan. JPMA. The Journal of the Pakistan Medical Association, 68(4), 682-688.
  • İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 291.
  • Irwin, J. D. (2004). Prevalence of university students’ sufficient physical activity: a systematic review. Perceptual and motor skills, 98(3), 927- 943.
  • Kahraman, T., Genç, A., & Göz, E. (2016). The Nordic Musculoskeletal Questionnaire: cross-cultural adaptation into Turkish assessing its psychometric properties. Disability and rehabilitation, 38(21), 2153- 2160.
  • Kanchanomai, S., Janwantanakul, P., Pensri, P., & Jiamjarasrangsi, W. (2011). Risk factors for the onset and persistence of neck pain in undergraduate students: 1-year prospective cohort study. BMC public health, 11(1), 566.
  • Kang, J. H., & Chen, S. C. (2009). Effects of an irregular bedtime schedule on sleep quality, daytime sleepiness, and fatigue among university students in Taiwan. BMC public health, 9(1), 248.
  • Krupp LB, LaRocca NG, Muir-Nash J, Steinberg AD (1989) The fatigue severity scale: application to patients with multiple sclerosis and systemic lupus erythematosus. Arch Neurol 46,1121–1123.
  • Kuorinka, I., Jonsson, B., Kilbom, A., Vinterberg, H., Biering-Sørensen, F., Andersson, et al. (1987). Standardised Nordic questionnaires for the analysis of musculoskeletal symptoms. Applied ergonomics, 18(3), 233-237.
  • Lee, Y. C., Chien, K. L., & Chen, H. H. (2007). Lifestyle risk factors associated with fatigue in graduate students. Journal of the Formosan Medical Association, 106(7), 565-572.
  • Martin, S. B., Morrow Jr, J. R., Jackson, A. W., & Dunn, A. L. (2000). Variables related to meeting the CDC/ACSM physical activity guidelines. Medicine & Science in Sports & Exercise, 32(12), 2087-2092.
  • McGuire, B. E. (2013). Chronic pain and cognitive function. Pain, 154(7), 964-965.
  • Milanese, S., Gordon, S., & Pellatt, A. (2013). Profiling physiotherapy student preferred learning styles within a clinical education context. Physiotherapy, 99(2), 146-152.
  • Monteiro, D. R., Zuim, P. R. J., Pesqueira, A. A., do Prado Ribeiro, P., & Garcia, A. R. (2011). Relationship between anxiety and chronic orofacial pain of temporomandibular disorder in a group of university students. Journal of prosthodontic research, 55(3), 154-158.
  • Moriarty, O., McGuire, B. E., & Finn, D. P. (2011). The effect of pain on cognitive function: a review of clinical and preclinical research. Progress in neurobiology, 93(3), 385-404.
  • Oginska, H., & Pokorski, J. (2006). Fatigue and mood correlates of sleep length in three age social groups: School children, students, and employees. Chronobiology international, 23(6), 1317-1328.
  • Ölçücü, B., Vatansever, Ş., Özcan, G., Çelik, A., & Paktaş, Y. (2015). Üniversite Öğrencilerinde Fiziksel Aktivite Düzeyi İle Depresyon Ve Anksiyete İlişkisi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2015(4), 294-303.
  • Pacheco, J., Raimundo, J., Santos, F., Ferreira, M., Lopes, T., Ramos, L., et al. (2018). Forward head posture is associated with pressure pain threshold and neck pain duration in university students with subclinical neck pain. Somatosensory & motor research, 35(2), 103- 108.
  • Paul, R. H., Beatty, W. W., Schneider, R., Blanco, C. R., & Hames, K. A. (1998). Cognitive and physical fatigue in multiple sclerosis: relations between self-report and objective performance. Applied Neuropsychology, 5(3), 143-148.
  • Penkala, S., El-Debal, H., & Coxon, K. (2018). Work-related musculoskeletal problems related to laboratory training in university medical science students: a cross sectional survey. BMC public health, 18(1), 1208.
  • Piercy, K.L., Troiano, R.P., Ballard, R.M., Carlson, S.A., Fulton, J.E., Galuska, D.A., et al. (2018). The physical activity guidelines for Americans. Jama, 320(19), 2020-2028.
  • Sacheck, J. M., Kuder, J. F., & Economos, C. D. (2010). Physical fitness, adiposity, and metabolic risk factors in young college students. Medicine & Science in Sports & Exercise, 42(6), 1039-1044.
  • Saglam, M., Arikan, H., Savci, S., Inal-Ince, D., Bosnak-Guclu, M., Karabulut, E., vd. (2010). International physical activity questionnaire: reliability and validity of the Turkish version. Perceptual and motor skills, 111(1), 278- 284.
  • Savcı, S., Öztürk, M., Arıkan, H., İnal İnce, D., & Tokgözoğlu, L. (2006). Physical activity levels of university students. Archives of the Turkish Society of Cardiology, 34(3), 166-172.
  • Sert, H., Taskin Yilmaz, F., Karakoc Kumsar, A., & Aygin, D. (2019). Effect of technology addiction on academic success and fatigue among Turkish university students. Fatigue: Biomedicine, Health & Behavior, 7(1), 41-51.
  • Smith, D. R., & Leggat, P. A. (2007). Back pain in the young: A review of studies conducted among school children and university students. Current pediatric reviews, 3(1), 69-77.
  • Soria, M., Guerra, M., Lou, M., Pié, J., & Escanero, J. F. (2005). Learning styles of teachers and students in the subject of Physiology in Medicine. Educación Médica, 8, 145.
  • Şimşek, N. (2002). BİG 16 öğrenme biçemleri envanteri. Eğitim Bilimleri ve Uygulama, 1(1), 33-47.
  • Tanaka, M., Mizuno, K., Fukuda, S., Shigihara, Y., & Watanabe, Y. (2008). Relationships between dietary habits and the prevalence of fatigue in medical students. Nutrition, 24(10), 985-989.
  • Tavafian, S. S., Jamshidi, A., Mohammad, K., & Montazeri, A. (2007). Low back pain education and short term quality of life: a randomized trial. BMC musculoskeletal disorders, 8(1), 21.
  • Ünlü, H., Taşkın, S., & Elbaş, N. Ö. (2015). The learning styles of the students at nursing Department in Faculty of Health Sciences. International Journal of Social Sciences and Education Research, 1(4), 1185-1196.
  • Wild, K.P. (1998). Lernstrategien und Lemstile. Handmörterbuch Pâdagogische Psychologie. Weinheim: PVU, 309-312.
Year 2020, Volume: 5 Issue: 3, 243 - 248, 30.09.2020

Abstract

References

  • Abante, M. E. R., Almendral, B. C., Manansala, J. R. E., & Mañibo, J. (2014). Learning styles and factors affecting the learning of general engineering students. International Journal of Academic Research in Progressive Education and Development, 3(1), 16-27.
  • Armutlu, K., Korkmaz, N. C., Keser, I., Sumbuloglu, V., Akbiyik, D. I., Guney, Z. vd.. (2007). The validity and reliability of the Fatigue Severity Scale in Turkish multiple sclerosis patients. International Journal of Rehabilitation Research, 30(1), 81-85.
  • Bherer, L., Erickson, K. I., & Liu-Ambrose, T. (2013). A review of the effects of physical activity and exercise on cognitive and brain functions in older adults. Journal of aging research, 2013.
  • Bilasa, P. (2012). Üniversite öğrencilerinin öğrenme stillerinin belirlenmesi (Gazi Üniversitesi örneği). ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD), 3(6), 7-20.
  • Brink, Y., Crous, L. C., Louw, Q. A., Grimmer-Somers, K., & Schreve, K. (2009). The association between postural alignment and psychosocial factors to upper quadrant pain in high school students: a prospective study. Manual therapy, 14(6), 647-653.
  • Bültmann, U., Kant, I., Kasl, S. V., Schröer, K. A., Swaen, G. M., & van den Brandt, P. A. (2002). Lifestyle factors as risk factors for fatigue and psychological distress in the working population: prospective results from the Maastricht Cohort Study. Journal of Occupational and Environmental Medicine, 44(2), 116-124.
  • Correa, J. E. (2006). Identifying students’ learning styles in exercise physiology from the Faculty of Rehabilitation and Human Development. Revista Ciencias de la Salud Bogotá, 4, 41–53.
  • Craig, C. L., Marshall, A. L., Sjöström, M., Bauman, A. E., Booth, M. L., Ainsworth, B. E., et al. (2003). International physical activity questionnaire: 12-country reliability and validity. Medicine & science in sports & exercise, 35(8), 1381-1395.
  • Çağlayan, H. S., & Taşğın, Ö. (2008). Beden Eğitimi ve Spor Yüksekokulu Sınavına Başvuran Aday Öğrencilerin Öğrenme Biçemlerinin İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (20), 199-212.
  • Demirtürk, F., Günal, A., & Alparslan, Ö. (2017). Sağlık bilimleri öğrencilerinin fiziksel aktivite düzeyinin tanımlanması. Ergoterapi ve Rehabilitasyon Dergisi, 5(3), 169-178.
  • Eski, T., & Görgüt, İ. (2018). Beden Eğitimi ve Spor Yüksekokulu Özel Yetenek Sınavına Katılan Adayların Öğrenme Biçemleri ve Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi. Kastamonu Eğitim Dergisi, 26(6), 2105-2116. González-Haro, C., Calleja-González, J., & Escanero, J. F. (2010). Learning styles favoured by professional, amateur, and recreational athletes in different sports. Journal of sports sciences, 28(8), 859-866.
  • Hänninen, O., & Koskelo, R. (2003, August). Adjustable tables and chairs correct posture and lower muscle tension and pain in high school students. In 15th Triennial Congress of the International Ergonomics Association (pp. 24-29).
  • Hanvold, T. N., Veiersted, K. B., & Wærsted, M. (2010). A prospective study of neck, shoulder, and upper back pain among technical school students entering working life. Journal of Adolescent Health, 46(5), 488-494.
  • Haroon, H., Mehmood, S., Imtiaz, F., Ali, S. A., & Sarfraz, M. (2018). Musculoskeletal pain and its associated risk factors among medical students of a public sector University in Karachi, Pakistan. JPMA. The Journal of the Pakistan Medical Association, 68(4), 682-688.
  • İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 291.
  • Irwin, J. D. (2004). Prevalence of university students’ sufficient physical activity: a systematic review. Perceptual and motor skills, 98(3), 927- 943.
  • Kahraman, T., Genç, A., & Göz, E. (2016). The Nordic Musculoskeletal Questionnaire: cross-cultural adaptation into Turkish assessing its psychometric properties. Disability and rehabilitation, 38(21), 2153- 2160.
  • Kanchanomai, S., Janwantanakul, P., Pensri, P., & Jiamjarasrangsi, W. (2011). Risk factors for the onset and persistence of neck pain in undergraduate students: 1-year prospective cohort study. BMC public health, 11(1), 566.
  • Kang, J. H., & Chen, S. C. (2009). Effects of an irregular bedtime schedule on sleep quality, daytime sleepiness, and fatigue among university students in Taiwan. BMC public health, 9(1), 248.
  • Krupp LB, LaRocca NG, Muir-Nash J, Steinberg AD (1989) The fatigue severity scale: application to patients with multiple sclerosis and systemic lupus erythematosus. Arch Neurol 46,1121–1123.
  • Kuorinka, I., Jonsson, B., Kilbom, A., Vinterberg, H., Biering-Sørensen, F., Andersson, et al. (1987). Standardised Nordic questionnaires for the analysis of musculoskeletal symptoms. Applied ergonomics, 18(3), 233-237.
  • Lee, Y. C., Chien, K. L., & Chen, H. H. (2007). Lifestyle risk factors associated with fatigue in graduate students. Journal of the Formosan Medical Association, 106(7), 565-572.
  • Martin, S. B., Morrow Jr, J. R., Jackson, A. W., & Dunn, A. L. (2000). Variables related to meeting the CDC/ACSM physical activity guidelines. Medicine & Science in Sports & Exercise, 32(12), 2087-2092.
  • McGuire, B. E. (2013). Chronic pain and cognitive function. Pain, 154(7), 964-965.
  • Milanese, S., Gordon, S., & Pellatt, A. (2013). Profiling physiotherapy student preferred learning styles within a clinical education context. Physiotherapy, 99(2), 146-152.
  • Monteiro, D. R., Zuim, P. R. J., Pesqueira, A. A., do Prado Ribeiro, P., & Garcia, A. R. (2011). Relationship between anxiety and chronic orofacial pain of temporomandibular disorder in a group of university students. Journal of prosthodontic research, 55(3), 154-158.
  • Moriarty, O., McGuire, B. E., & Finn, D. P. (2011). The effect of pain on cognitive function: a review of clinical and preclinical research. Progress in neurobiology, 93(3), 385-404.
  • Oginska, H., & Pokorski, J. (2006). Fatigue and mood correlates of sleep length in three age social groups: School children, students, and employees. Chronobiology international, 23(6), 1317-1328.
  • Ölçücü, B., Vatansever, Ş., Özcan, G., Çelik, A., & Paktaş, Y. (2015). Üniversite Öğrencilerinde Fiziksel Aktivite Düzeyi İle Depresyon Ve Anksiyete İlişkisi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2015(4), 294-303.
  • Pacheco, J., Raimundo, J., Santos, F., Ferreira, M., Lopes, T., Ramos, L., et al. (2018). Forward head posture is associated with pressure pain threshold and neck pain duration in university students with subclinical neck pain. Somatosensory & motor research, 35(2), 103- 108.
  • Paul, R. H., Beatty, W. W., Schneider, R., Blanco, C. R., & Hames, K. A. (1998). Cognitive and physical fatigue in multiple sclerosis: relations between self-report and objective performance. Applied Neuropsychology, 5(3), 143-148.
  • Penkala, S., El-Debal, H., & Coxon, K. (2018). Work-related musculoskeletal problems related to laboratory training in university medical science students: a cross sectional survey. BMC public health, 18(1), 1208.
  • Piercy, K.L., Troiano, R.P., Ballard, R.M., Carlson, S.A., Fulton, J.E., Galuska, D.A., et al. (2018). The physical activity guidelines for Americans. Jama, 320(19), 2020-2028.
  • Sacheck, J. M., Kuder, J. F., & Economos, C. D. (2010). Physical fitness, adiposity, and metabolic risk factors in young college students. Medicine & Science in Sports & Exercise, 42(6), 1039-1044.
  • Saglam, M., Arikan, H., Savci, S., Inal-Ince, D., Bosnak-Guclu, M., Karabulut, E., vd. (2010). International physical activity questionnaire: reliability and validity of the Turkish version. Perceptual and motor skills, 111(1), 278- 284.
  • Savcı, S., Öztürk, M., Arıkan, H., İnal İnce, D., & Tokgözoğlu, L. (2006). Physical activity levels of university students. Archives of the Turkish Society of Cardiology, 34(3), 166-172.
  • Sert, H., Taskin Yilmaz, F., Karakoc Kumsar, A., & Aygin, D. (2019). Effect of technology addiction on academic success and fatigue among Turkish university students. Fatigue: Biomedicine, Health & Behavior, 7(1), 41-51.
  • Smith, D. R., & Leggat, P. A. (2007). Back pain in the young: A review of studies conducted among school children and university students. Current pediatric reviews, 3(1), 69-77.
  • Soria, M., Guerra, M., Lou, M., Pié, J., & Escanero, J. F. (2005). Learning styles of teachers and students in the subject of Physiology in Medicine. Educación Médica, 8, 145.
  • Şimşek, N. (2002). BİG 16 öğrenme biçemleri envanteri. Eğitim Bilimleri ve Uygulama, 1(1), 33-47.
  • Tanaka, M., Mizuno, K., Fukuda, S., Shigihara, Y., & Watanabe, Y. (2008). Relationships between dietary habits and the prevalence of fatigue in medical students. Nutrition, 24(10), 985-989.
  • Tavafian, S. S., Jamshidi, A., Mohammad, K., & Montazeri, A. (2007). Low back pain education and short term quality of life: a randomized trial. BMC musculoskeletal disorders, 8(1), 21.
  • Ünlü, H., Taşkın, S., & Elbaş, N. Ö. (2015). The learning styles of the students at nursing Department in Faculty of Health Sciences. International Journal of Social Sciences and Education Research, 1(4), 1185-1196.
  • Wild, K.P. (1998). Lernstrategien und Lemstile. Handmörterbuch Pâdagogische Psychologie. Weinheim: PVU, 309-312.
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Araştırma Makaleleri
Authors

İlknur Naz Gürşan 0000-0003-1160-6561

Melissa Köprülüoğlu 0000-0002-3607-4680

Zeynep Taşkın This is me 0000-0001-9030-7767

Pınar Erkan This is me 0000-0002-0478-3028

Müberra Şahin This is me 0000-0001-8421-3203

Publication Date September 30, 2020
Submission Date April 24, 2020
Published in Issue Year 2020 Volume: 5 Issue: 3

Cite

APA Naz Gürşan, İ., Köprülüoğlu, M., Taşkın, Z., Erkan, P., et al. (2020). Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(3), 243-248.
AMA Naz Gürşan İ, Köprülüoğlu M, Taşkın Z, Erkan P, Şahin M. Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması. İKÇÜSBFD. September 2020;5(3):243-248.
Chicago Naz Gürşan, İlknur, Melissa Köprülüoğlu, Zeynep Taşkın, Pınar Erkan, and Müberra Şahin. “Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk Ve Muskuloskeletal Ağrının Karşılaştırılması”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5, no. 3 (September 2020): 243-48.
EndNote Naz Gürşan İ, Köprülüoğlu M, Taşkın Z, Erkan P, Şahin M (September 1, 2020) Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5 3 243–248.
IEEE İ. Naz Gürşan, M. Köprülüoğlu, Z. Taşkın, P. Erkan, and M. Şahin, “Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması”, İKÇÜSBFD, vol. 5, no. 3, pp. 243–248, 2020.
ISNAD Naz Gürşan, İlknur et al. “Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk Ve Muskuloskeletal Ağrının Karşılaştırılması”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5/3 (September 2020), 243-248.
JAMA Naz Gürşan İ, Köprülüoğlu M, Taşkın Z, Erkan P, Şahin M. Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması. İKÇÜSBFD. 2020;5:243–248.
MLA Naz Gürşan, İlknur et al. “Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk Ve Muskuloskeletal Ağrının Karşılaştırılması”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, vol. 5, no. 3, 2020, pp. 243-8.
Vancouver Naz Gürşan İ, Köprülüoğlu M, Taşkın Z, Erkan P, Şahin M. Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması. İKÇÜSBFD. 2020;5(3):243-8.



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