The Relationship between Campus Recreation Constraints and Recreation Anxiety among University Students

This study aimed to examine the relationship between the constraints university students face in campus recreation activities and their recreation anxiety. A personal information form, the “Recreation Anxiety” scale, and the “The Leisure Constraints Scale for Campus Recreation” scale were used as data collection tools. The sample group consisted of a total of 510 students, including 269 women (52.7%) and 241 men (47.3%). T-test, One-Way ANOVA, and Pearson Correlation analyses were used to analyze the data. When the findings are examined, a significant difference is observed between the gender variable and the self-efficacy dimension of leisure constraints scale for campus recreation, while no significant difference is observed between the other dimensions of the scale and the recreation anxiety scale. No significant difference was found between the participants' daily leisure variable and the subdimensions of recreation anxiety. However, a significant difference was found between daily leisure and the dimensions of self-efficacy and safe environment constraints. When the correlation findings were examined, a positive, moderately significant relationship was found between campus recreation constraints and the social support dimension, self-efficacy, and social anxiety. A positive, moderately significant relationship was found between the self-efficacy constraints dimension and self-efficacy, social anxiety, safety anxiety, and responsibility anxiety. The findings revealed a significant negative relationship between daily leisure duration and both self-efficacy and safe environment constraints, with students having only 0-2 hours of daily leisure reporting higher levels of these barriers (p<.05). Furthermore, correlation analysis showed that social support constraints were positively and moderately correlated with self-efficacy and social anxiety (r=0.338, p<.01), while self-efficacy constraints showed a moderate positive correlation with security and responsibility anxiety (r=0.377 and r=0.301 respectively, p<.01). Furthermore, it was found that as the social support constraints increases, self-efficacy and social anxiety constraints also increase, and as the self-efficacy constraints increases, safety and responsibility anxiety also increase. Based on these results, it can be recommended that social support-based recreation services be provided on campus. These results contribute to the campus recreation literature by positioning recreation anxiety as a key intrapersonal constraint associated with modifiable campus constraint domains, especially social support and self-efficacy.