Lise Öğrencilerinin Utangaçlık ve Benlik Saygılarının Fonksiyonel Olmayan Tutumlar Açısından İncelenmesi
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Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Utangaçlık ayrıca bireyin yeni insanlarla tanışmasını, yeni arkadaşlar edinmesini ve değişik yaşantılardan zevk almasını güçleştiren en önemli etmen olarak görülmektedir (Zimbardo, 1977).Utangaçlık kişinin sadece sosyal ilişkilerini etkilemekle kalmaz aynı zamanda bireyin kendine değer veriş düzeyini, olaylara ve kişilere yönelik bilişsel yorumlamalarını da etkiler. Utangaç kişiler kendi düşünce ve davranışlarına fazlaca odaklanıp kendilerini suçlayıp ve başkaları tarafından olumsuz değerlendirilmekten korkarlar. Bu bireyler daha çok çevresindekilerden gelecek geribildirimlerle ilgilenirler. Bu türden kaygılar bireyin kendisi hakkında yanlış ve olumsuz inançların oluşmasına neden olmaktadır (Henderson ve Zimbardo, 1998). Van Der Molen(1990)’ göre de utangaç kişilerin en belirgin özellikleri kendilerine yönelik olarak geliştirdikleri olumsuz ve akılcı olmayan düşüncelerdir. Bu çalışmada ergenlerin utangaçlık ve benlik saygısının fonksiyonel olmayan tutumlarla anlamlı düzeyde ilişkili olup olmadığı ve fonksiyonel olmayan tutumların utangaçlık ve benlik saygısını anlamlı düzeyde yordayıp yordamadığı incelenmiştir. Araştırma genel tarama modeline uygun olarak yürütülmüştür. Araştırma örneklemi Trabzon il merkezindeki liselerin 9.10. ve 11. sınıflarda eğitimine devam eden öğrenciler arasından tesadüfi küme örnekleme yöntemi ile seçilen 259’u kız, 239’u erkek olmak üzere toplam 498 öğrenci oluşturmaktadır. Araştırmayla ilgili verileri toplamak için “Utangaçlık Ölçeği”, “Coopersmith Benlik Saygısı Envanteri” ve “Fonksiyonel Olmayan Tutumlar Ölçeği” kullanılmıştır. Utangaçlık,benlik saygısı ve fonksiyonel olmayan tutumlar arasındaki ilişkinin analizi ‘Pearson Momentler Çarpım Korelasyon Katsayısı’ tekniği kullanılarak yapılmıştır. Fonksiyonel Olmayan Tutumların öğrencilerin utangaçlık ve benlik saygısı düzeylerini açıklama gücünü belirlemek için regresyon analizi kullanılmıştır. Öğrencilerin utangaçlık ve benlik saygısı arasında negatif yönde anlamlı; utangaçlık ve fonksiyonel olmayan tutumların onaylanma alt boyutu ile pozitif yönde anlamlı bir ilişkiye rastlanılmıştır. Benlik saygısı ile mükemmelci tutum ve onaylanma ihtiyacı arasında da negatif yönde anlamlı bir ilişkiye rastlanılmıştır. Benlik saygısını hangi değişkenlerin yordadığına ilişkin regresyon analizi sonuçlarını incelendiğinde mükemmelci ve onaylanma ihtiyacının benlik saygısını anlamlı düzeyde yordadığı görülmüştür. Utangaçlığı hangi değişkenlerin yordadığına ilişkin analiz sonuçları incelendiğinde sadece onaylanma ihtiyacının utangaçlığı anlamlı düzeyde yordadığı görülmüştür.
Purpose and significance: Shyness, which is described as that an individual feel restless in his relationships with other persons, is simply a disturbing feeling, which is felt during interpersonal relationships and embarrasses natural behaviors (Enç, 1980). Also, shyness is seen as the most important factor, which causes difficulties in the individual while he meets other people, tries to have new friends and enjoys different experiences (Zimbardo, 1977). Shyness affects not only the individual’s social relationships but also his self-esteem level and his cognitive comments about people and events. Ashamed persons focus on their own views and behaviors more than usual, blame themselves and are scared of if others evaluate them negatively. Such people generally interested in feedbacks, which shall come from others around them. This sort of considerations causes incorrect and negative beliefs in the individual about himself (Henderson and Zimbardo, 1998). According to Van Der Molen (1990), the most significant characteristic of ashamed people is their negative and irrational views about themselves. Such negative opinions developed by themselves on themselves cause low self-esteem (Henderson and Zimbardo, 1998). Page (1989) reported that possibility for low self-esteem is higher for ashamed people compared with those, who are not ashamed. Arends (2000) claims that contrary to general opinion, ashamed people’s selfesteem is not low. He emphasizes that ashamed people may build low self-esteem due to their experiences during their interpersonal relationships; however, this low self-esteem is not the reason for shyness but it’s a result of it. Another concept is the concept of dysfunctional attitudes, which is associated with depression. Furthermore, it is believed that it causes depression. It appeared for the first time when Beck’s cognitive-behavioral therapy approach, which was developed by him for depression treatment, was used (Beck, Rush, Show and Emery 1979). Therefore, it is generally considered along with depression. According to Beck (1987), the reason for psychological problems is dysfunctional thought affecting the individual’s mental health and his behaviors. They disturb affection and cause depression. Common features of depressive people are the fact that they have cognitive distortions and they evaluate themselves as insufficient and worthless. It is an acceptance level, which is associated with depressive individuals in a variable. Ergin (1993) found a significant correlation between self-acceptance and depression level in his study in which he compared self-acceptance and depression levels. According to Bacanlı (1999), another group showing dysfunctional attitudes is ashamed people. In this study, whether or not a significant correlation exists between self-esteem and shyness, which causes insufficiency in teenagers, who tries to find their identities, in their interpersonal relationships and dysfunctional attitudes and whether or not dysfunctional attitudes affect shyness and self-esteem significantly were investigated. Methods: Participants This research was performed according to general survey model. The universe of the study consists of young people studying in high schools in city center of Trabzon. Sample of the study consists of 498 students, who studying 9th, 10th and 11th grades of high schools existing in city center of Trabzon. These students were selected by employing random group sampling and 259 of them are girls and 239 of them are boys. Instruments “Shyness scale”, “Coopersmith self-esteem inventory” and “Dysfunctional attitude scale” were used to collect the data required by the study. Shyness scale: “Shyness scale”, which was developed by Cheek (1990) and adapted by Güngör (2001) to Turkish, in the study to find individuals’ shyness levels. Coopersmith self-esteem inventory: Coopersmith self-esteem inventory, which was used to measure evaluations of the students on themselves, was developed by Stanley Coopersmith in 1967. The students’ self-esteem levels were evaluated by employing the small form of “Coopersmith self-esteem inventory” containing 25 items. The studies on its reliability and validity were conducted by Aksoy (1992) and Pişkin (1997) in Turkey. The items existing in the scale measure the individual’s view point about life, his social relations and his strength (Korkmaz,1996). Dysfunctional attitude scale: This scale was developed by Wiessman and Beck in 1978 to find how frequently dysfunctional attitudes, which are associated with depression, occur. It was adapted to Turkish by Şahin and Şahin (1992). Cronbach Alfa reliability coefficient was found as .79 and average of item total score correlations was found as .34 in their adaptation study. Demirbaş (2009) adapted the scale to teenagers based on the study of Şahin and Şahin (1992) for adaptation to Turkish. Procedure The correlation between shyness, self-esteem and dysfunctional attitudes was analyzed by using ‘Pearson Product Moment Correlation Coefficient’ technique. Regression analysis was used to determine the capacity of dysfunctional attitudes to describe the students’ levels for shyness and self-esteem. Results A negatively significant correlation was seen between students’ shyness and self-esteem (r = -.370, p<.01). A positive significant correlation was also found between shyness and sub-item of approval of dysfunctional attitudes (r = .137, p<.05). Furthermore, a negatively significant correlation was seen between self-esteem and perfectionist attitude (r = -.149, p<.01) as well as the need for approval (r = -.106, p<.05). Considering ? and t values relating to which variables affect self-esteem, perfectionism and the need for approval significantly affect self-esteem (p<.05). According to ? and t values relating to which variables affect shyness, the need for approval significantly affects shyness. Discussion In the present study, a negatively high correlation was found between teenagers’ shyness levels and self-esteem levels. This result obtained from the present study supports the findings produced in other studies. Cheek and Buss (1981), Johnson and Petzel (1991) and Lawrence and Bennett (1992) concluded that there is a negative correlation between shyness and self-esteem. The results of the studies conducted on shyness indicate similarity between thinking mechanisms of ashamed people and depressive people because the aim in both of the situations is to reduce suffer and shyness. However, scaring of being evaluated negatively is the most significant determinant for shyness. The ashamed individual frequently blames himself and thinks negatively about himself. Consequently, he builds incorrect and negative beliefs about himself (Stevens,1997; Henderson & Zimbardo, 1998). Because it is believed that ashamed people, who consider views of others surrounding him more than required, expect approval of others as much as depressive people do, this finding of the study was considered meaningful. Another result, which was found in the study, is the negatively significant correlation between students’ shyness and selfesteem and the negatively significant correlation between self-esteem and perfectionist attitude as well as the need for approval. Moreover, perfectionism and the need for approval for dysfunctional attitudes significantly affect self-esteem. According to Silverston and Salsali (2003), the most important part of psychological health is self-esteem because a weak selfesteem causes psychological disturbances. Low self-esteem is a susceptibility factor causing various psychopathologies in teenagers (Kuyucu, 2007). An individual with weak self-esteem believes that people, who means to him much including especially his parents, do not love or care him (Yörükoğlu, 2000). Such comments affect his comments in the future and cause him to develop cognitive distortions and dysfunctional attitudes also depending on these distortions. It is believed that renewing this study by using different samples will contribute significantly to development of information on the matter. Also, studies on evaluations of changing dysfunctional attitudes may take place in programs, which are prepared for students, who apply to psychological consultancy and guidance services in high schools for shyness and low self-esteem, in their coping with such problems. These programs may help students to overcome shyness and low self-esteem problems.
Purpose and significance: Shyness, which is described as that an individual feel restless in his relationships with other persons, is simply a disturbing feeling, which is felt during interpersonal relationships and embarrasses natural behaviors (Enç, 1980). Also, shyness is seen as the most important factor, which causes difficulties in the individual while he meets other people, tries to have new friends and enjoys different experiences (Zimbardo, 1977). Shyness affects not only the individual’s social relationships but also his self-esteem level and his cognitive comments about people and events. Ashamed persons focus on their own views and behaviors more than usual, blame themselves and are scared of if others evaluate them negatively. Such people generally interested in feedbacks, which shall come from others around them. This sort of considerations causes incorrect and negative beliefs in the individual about himself (Henderson and Zimbardo, 1998). According to Van Der Molen (1990), the most significant characteristic of ashamed people is their negative and irrational views about themselves. Such negative opinions developed by themselves on themselves cause low self-esteem (Henderson and Zimbardo, 1998). Page (1989) reported that possibility for low self-esteem is higher for ashamed people compared with those, who are not ashamed. Arends (2000) claims that contrary to general opinion, ashamed people’s selfesteem is not low. He emphasizes that ashamed people may build low self-esteem due to their experiences during their interpersonal relationships; however, this low self-esteem is not the reason for shyness but it’s a result of it. Another concept is the concept of dysfunctional attitudes, which is associated with depression. Furthermore, it is believed that it causes depression. It appeared for the first time when Beck’s cognitive-behavioral therapy approach, which was developed by him for depression treatment, was used (Beck, Rush, Show and Emery 1979). Therefore, it is generally considered along with depression. According to Beck (1987), the reason for psychological problems is dysfunctional thought affecting the individual’s mental health and his behaviors. They disturb affection and cause depression. Common features of depressive people are the fact that they have cognitive distortions and they evaluate themselves as insufficient and worthless. It is an acceptance level, which is associated with depressive individuals in a variable. Ergin (1993) found a significant correlation between self-acceptance and depression level in his study in which he compared self-acceptance and depression levels. According to Bacanlı (1999), another group showing dysfunctional attitudes is ashamed people. In this study, whether or not a significant correlation exists between self-esteem and shyness, which causes insufficiency in teenagers, who tries to find their identities, in their interpersonal relationships and dysfunctional attitudes and whether or not dysfunctional attitudes affect shyness and self-esteem significantly were investigated. Methods: Participants This research was performed according to general survey model. The universe of the study consists of young people studying in high schools in city center of Trabzon. Sample of the study consists of 498 students, who studying 9th, 10th and 11th grades of high schools existing in city center of Trabzon. These students were selected by employing random group sampling and 259 of them are girls and 239 of them are boys. Instruments “Shyness scale”, “Coopersmith self-esteem inventory” and “Dysfunctional attitude scale” were used to collect the data required by the study. Shyness scale: “Shyness scale”, which was developed by Cheek (1990) and adapted by Güngör (2001) to Turkish, in the study to find individuals’ shyness levels. Coopersmith self-esteem inventory: Coopersmith self-esteem inventory, which was used to measure evaluations of the students on themselves, was developed by Stanley Coopersmith in 1967. The students’ self-esteem levels were evaluated by employing the small form of “Coopersmith self-esteem inventory” containing 25 items. The studies on its reliability and validity were conducted by Aksoy (1992) and Pişkin (1997) in Turkey. The items existing in the scale measure the individual’s view point about life, his social relations and his strength (Korkmaz,1996). Dysfunctional attitude scale: This scale was developed by Wiessman and Beck in 1978 to find how frequently dysfunctional attitudes, which are associated with depression, occur. It was adapted to Turkish by Şahin and Şahin (1992). Cronbach Alfa reliability coefficient was found as .79 and average of item total score correlations was found as .34 in their adaptation study. Demirbaş (2009) adapted the scale to teenagers based on the study of Şahin and Şahin (1992) for adaptation to Turkish. Procedure The correlation between shyness, self-esteem and dysfunctional attitudes was analyzed by using ‘Pearson Product Moment Correlation Coefficient’ technique. Regression analysis was used to determine the capacity of dysfunctional attitudes to describe the students’ levels for shyness and self-esteem. Results A negatively significant correlation was seen between students’ shyness and self-esteem (r = -.370, p<.01). A positive significant correlation was also found between shyness and sub-item of approval of dysfunctional attitudes (r = .137, p<.05). Furthermore, a negatively significant correlation was seen between self-esteem and perfectionist attitude (r = -.149, p<.01) as well as the need for approval (r = -.106, p<.05). Considering ? and t values relating to which variables affect self-esteem, perfectionism and the need for approval significantly affect self-esteem (p<.05). According to ? and t values relating to which variables affect shyness, the need for approval significantly affects shyness. Discussion In the present study, a negatively high correlation was found between teenagers’ shyness levels and self-esteem levels. This result obtained from the present study supports the findings produced in other studies. Cheek and Buss (1981), Johnson and Petzel (1991) and Lawrence and Bennett (1992) concluded that there is a negative correlation between shyness and self-esteem. The results of the studies conducted on shyness indicate similarity between thinking mechanisms of ashamed people and depressive people because the aim in both of the situations is to reduce suffer and shyness. However, scaring of being evaluated negatively is the most significant determinant for shyness. The ashamed individual frequently blames himself and thinks negatively about himself. Consequently, he builds incorrect and negative beliefs about himself (Stevens,1997; Henderson & Zimbardo, 1998). Because it is believed that ashamed people, who consider views of others surrounding him more than required, expect approval of others as much as depressive people do, this finding of the study was considered meaningful. Another result, which was found in the study, is the negatively significant correlation between students’ shyness and selfesteem and the negatively significant correlation between self-esteem and perfectionist attitude as well as the need for approval. Moreover, perfectionism and the need for approval for dysfunctional attitudes significantly affect self-esteem. According to Silverston and Salsali (2003), the most important part of psychological health is self-esteem because a weak selfesteem causes psychological disturbances. Low self-esteem is a susceptibility factor causing various psychopathologies in teenagers (Kuyucu, 2007). An individual with weak self-esteem believes that people, who means to him much including especially his parents, do not love or care him (Yörükoğlu, 2000). Such comments affect his comments in the future and cause him to develop cognitive distortions and dysfunctional attitudes also depending on these distortions. It is believed that renewing this study by using different samples will contribute significantly to development of information on the matter. Also, studies on evaluations of changing dysfunctional attitudes may take place in programs, which are prepared for students, who apply to psychological consultancy and guidance services in high schools for shyness and low self-esteem, in their coping with such problems. These programs may help students to overcome shyness and low self-esteem problems.
Açıklama
Anahtar Kelimeler
Utangaçlık, Benlik Saygısı Fonksiyonel Olmayan Tutumlar, Shyness, Self- Esteem, Dysfunctional Attitude
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
21
Künye
Hamarta, E., Demirbaş, E., (2009). Lise Öğrencilerinin Utangaçlık ve Benlik Saygılarının Fonksiyonel Olmayan Tutumlar Açısından İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 239-247.
