Beyond participation: exploring leisure literacy and social adaptation within a physical literacy-informed perspective in adolescence

OpenAlex İngilizce

Physical literacy (PL) has emerged as a holistic framework supporting lifelong engagement in physical activity and well-being. Although PL research increasingly emphasizes social and contextual dimensions, less is known about how complementary competencies, such as leisure literacy, are associated with adolescents’ social adaptation. This study aimed to examine the relationship between leisure literacy and social adaptation among high school students within a PL-informed and socio-ecological perspective. A cross-sectional relational design was employed with a convenience sample of 386 high school students (aged 14–18 years). Data were collected using the Leisure Literacy Scale and the Social Adaptation Scale. Independent samples t -tests and Pearson correlation analyses were conducted. Additional measurement checks were performed for the Social Adaptation Scale in the present high-school sample. The findings indicated a significant positive association between leisure literacy and social adaptation. Higher leisure literacy levels were observed among students who participated regularly in recreational activities, were members of social clubs, reported satisfaction with their leisure experiences, and faced fewer budgetary constraints. Students with higher perceived welfare status also reported higher leisure literacy and social adaptation scores. Because the study was cross-sectional, relied on self-report measures, and did not directly measure PL, the findings should be interpreted as associations within a PL-informed framework rather than as evidence of causal or transfer mechanisms. Overall, the results suggest that leisure literacy is meaningfully associated with adolescents’ social adaptation and may be relevant to educational and recreational contexts that support adolescents’ social participation and holistic development.