The role of personal and psychological, social and environmental factors in determining physical activity in Turkish school-aged adolescents: in the context of a socio-ecological model

Purpose: This study aimed to examine the role of gender, grade level, academic achievement, socioeconomic status, body mass index, physical environment, motivation, and social support in predicting physical activity among Turkish adolescents of secondary school age. Methods: A correlational survey model was employed in the study. The sample consisted of 2,866 middle school students in T & uuml;rkiye, including 1,598 girls and 1,298 boys. Data were collected using the Physical Activity Questionnaire for Children, the Self-Motivation Inventory, the Social Support Scale, and a Personal Information Form. Multiple regression analysis was used to analyze the data. Results: Regression analysis demonstrated that gender (beta = 0.061, p < 0.001), grade level (beta = -0.209, p < 0.001), academic achievement (beta = -0.091, p < 0.001), physical environment (beta = 0.086, p < 0.001), BMI (beta = -0.087, p < 0.001), motivation (beta = 0.251, p < 0.001), parental social support (beta = 0.164, p < 0.001), and peer social support (beta = 0.261, p < 0.001) were significant predictors of physical activity (R = 0.651; R-2 = 0.423; F = 232.976; p < 0.001). It was also determined that these variables accounted for 42.3% of the variance in physical activity, and that peer social support exhibited a stronger standardized relationship with physical activity compared to the other variables. Conclusion: The findings indicate that Turkish middle school students engage in physical activity at a moderate level. Gender, grade level, academic achievement, physical environment, BMI, motivation, and both parental and peer support were found to be significant factors influencing physical activity participation. The study also suggests that additional factors may affect physical activity behavior among Turkish adolescents attending middle school.