Sixth-, seventh, and eighth-grade students' guidance and counseling needs according to parents' views

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dc.contributor.authorKesici, Sahin
dc.date.accessioned2020-03-26T17:27:45Z
dc.date.available2020-03-26T17:27:45Z
dc.date.issued2008
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractProblem Statement: In order to give a more qualified education to sixth-, seventh-, and eighth-grade students and to develop their life skills, their counseling and guidance needs should be met. In order to do so, an analysis of their guidance and counseling needs is essential. One way to analyze their needs for guidance and counceling is to apply their parents' views because students spend most of their time with their parents, who observe their needs directly. Purpose of Study: The purpose of this study is to analyze guidance and counseling needs of sixth-, seventh-, and eighth-grade students according to their parents' opinions. Methods: This study applied qualitative research techniques. In addition, while collecting data, a semi-structured interview technique was used. Interviews were conducted during the 2006-2007 academic school year with the sixth-, seventh-, and eighth-grade students' parents whose children attended primary school in Selcuklu, a distinct of Konya in Turkey. The data obtained were coded into Nvivo2. Findings: Sixth-, seventh-, and eighth-grade students need guidance and counceling to find more efficient methods of learning; address their lack of motivation; overcome examination anxiety; address their lack of interest in lessons and lack of attention; help students adapt to school; help them clarify their professional interests; provide them with more information about professions; help them utilize their leisure time in better ways; help them develop social skills and cope with the general problems of adolescence; help them overcome introversion, aggression, and problems with friends; develop skills for communicating with the opposite sex; help them deal with jealousy; enable them to take on responsibilities; show them how to spend time with computers more efficiently; help them cope with emotional disorders and obstinacy; and help them deal with authoritarian family attitudes. Recommendations: Individual or group guidance programs related to effective learning, exam anxiety, motivation techniques, adaptation to school, and lack of attention and interest towards lessons should be implemented in order to prepare students thoroughly for courses and lessons. School guidance services and counselors should frequently present introductory information to students about a variety of professions.en_US
dc.identifier.endpage116en_US
dc.identifier.issn1302-597Xen_US
dc.identifier.issn2528-8911en_US
dc.identifier.issue32en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage101en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/22640
dc.identifier.volume8en_US
dc.identifier.wosWOS:000259499300007en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherANI YAYINCILIKen_US
dc.relation.ispartofEURASIAN JOURNAL OF EDUCATIONAL RESEARCHen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectguidance and counseling needsen_US
dc.subjectmiddle schoolen_US
dc.subjectparenten_US
dc.titleSixth-, seventh, and eighth-grade students' guidance and counseling needs according to parents' viewsen_US
dc.typeArticleen_US

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