Üniversite öğrencilerin karar verme stratejileri ve sosyal beceri düzeylerinin TA-baskın ben durumları ve bazı özlük niteliklerine göre karşılaştırmalı olarak incelenmesi
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Dosyalar
Tarih
2002
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Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada bazı değişkenlerin üniversite öğrencilerinin sosyal beceri düzeyleri ve karar verme stratejileri üzerindeki etkisi incelenmiş ve karar verme stratejileri ile sosyal beceri düzeyleri arasında ilişki var mıdır? Sorusuna cevap aranmıştır. Araştırmanın bağımsız değişkenleri baskın ben durumları, cinsiyet, sınıf ve üniversiteye giriş puan türüdür. Bağımlı değişkenleri ise sosyal beceri ve karar verme stratejileridir. Araştırmanın genel evrenini Selçuk Üniversitesinin farklı fakültelerinde öğrenim görmekte olan birinci sınıf ve dördüncü sınıf öğrencileri oluşturmaktadır. Çalışma evreni tesadüfi küme örnekleme yöntemiyle belirlenmiştir. Sayısal ağırlıklı puan türüyle öğrenci alan fakültelerden 2, sözel ağırlıklı puan türüyle öğrenci alan fakültelerden 2, eşit ağırlıklı puan türüyle öğrenci alan fakültelerden 1 fakülte tesadüfi küme örnekleme yoluyla seçilmiştir. Araştırma örneklemi, çalışma evrenini oluşturan fakültelerin 1. sınıf ve 4. sınıf öğrencileri arasından tesadüfi küme örnekleme yoluyla seçilmiştir, örnekleme alınan toplam öğrenci sayısı 486 dır. Öğrencilerin ben durumları "Ben Durumları ölçeği" ile, sosyal beceri düzeyleri "Kendini Tanımlama Envanteri" ile ve karar verme stratejileri ise "Karar Stratejileri ölçeği" ile ölçülmüştür. Sosyal beceri düzeyleri ve karar verme stratejilerinin puan ortalamalarının, cinsiyet ve sınıf değişkenlerine göre grupların ortalamaları arasındaki farkın önem kontrolü t testi ile yapılmıştır. Sosyal beceri düzeyleri ve karar verme stratejileri puanlarının üniversiteye giriş puan türü ve baskın ben durumları değişkenlerine göre farklılaşıp farklılaşmadığı tek yönlü varyans analizi ile kontrol edilmiştir. Farklılaşmanın gözlendiği durumlarda, farklılaşmanın kaynağını bulmak için ortalamalar arasındaki farkın önem kontrolü Tukey testi ile yapılmıştır. Sosyal beceri ve karar verme stratejileri puanları m arasındaki ilişkinin analizi ise Pearson Momentler Çarpım Korelasyon Katsayısı tekniğinden yararlanılarak hesaplanmıştır. Araştırmada elde edilen bulgular aşağıda özetlenmiştir: TA-Baskın ben durumları ve karar verme stratejileri ile ilgili olarak; karar verme stratejilerinden kararsız karar verme ve içtepisel karar verme stratejisi baskın ben durumlarına göre anlamlı düzeyde farklılaşmaktadır. Baskın uymuş çocuk ben durumu, baskın koruyucu anababa ben durumu ve baskın doğal çocuk ben durumu özelliği gösteren öğrencilerin kararsız karar verme puanları, bakın yetişkin ben durumu özelliği gösteren öğrencilerin puanlarından önemli düzeyde yüksek bulunmuştur, içtepisel karar verme stratejisinde ise doğal çocuk ben durumu özelliği gösteren öğrencilerin, içtepisel karar verme stratejisi puanları; baskın koruyucu anababa ben durumu, baskın yetişkin ben durumu ve baskın uymuş çocuk ben durumu özelliği gösteren öğrencilerin puanlarından anlamlı düzeyde yüksek bulunmuştur. TA-Baskın ben durumları ve Sosyal Beceri düzeyleri ile ilgili olarak, üniversite öğrencilerinin sosyal beceri duyuşsal anlatımcılık, duyuşsal duyarlık, duyuşsal kontrol, sosyal anlatımcılık, sosyal duyarlık ve sosyal kontrol alt ölçek puanlarının baskın ben durumlarına göre anlamlı düzeyde farklılaştığı görülmüştür. Üniversite öğrencilerinin özlük nitelikleri ile ilgili olarak, kızların mantıklı karar verme stratejisi puanları erkeklerin puanlarından önemli düzeyde yüksektir. Birinci sınıf öğrencilerinin kararsız karar verme stratejisi puan ortalamaları dördüncü sınıf öğrencilerine göre anlamlı düzeyde yüksektir. Sözel puan türü ile üniversiteye giren öğrencilerin mantıklı karar verme stratejisi puan ortalamaları sayısal puan türü ile üniversiteye giren öğrencilerin puan ortalamalarından önemli düzeyde yüksek bulunmuştur. Kız öğrencilerin duyuşsal anlatımcılık, duyuşsal IV duyarlık, sosyal kontrol ve sosyal beceri toplam puanları erkek öğrencilerin puanlarından yüksek bulunurken, erkek öğrencilerin duyuşsal kontrol puan ortalamaları da kız öğrencilerin puan ortalamalarından önemli düzeyde yüksektir. Dördüncü sınıf öğrencilerinin duyuşsal anlatımcılık puan ortalamaları birinci sınıf öğrencilerinden önemli düzeyde yüksektir. Birinci sınıfların sosyal duyarlık alt ölçek puan ortalamaları dördüncü sınıf öğrencilerinden anlamlı düzeyde yüksek bulunmuştur. Öğrencilerin sosyal beceri duyuşsal anlatımcılık, duyuşsal kontrol alt ölçek puanları üniversiteye giriş puan türüne göre anlamlı düzeyde farklılaştığı bulunmuştur. Bağımlı değişkenler açısından, öğrencilerin bağımsız karar stratejisi ile sosyal beceri duyuşsal duyarlık, sosyal anlatımcılık, sosyal duyarlık ve toplam sosyal beceri puanları arasında aynı yönde (+); sosyal kontrol arasında ters yönde (-) anlamlı bir ilişki bulunmuştur. Mantıklı karar verme stratejisi ille sosyal beceri duyuşsal duyarlık, duyuşsal kontrol, sosyal anlatımcılık, sosyal duyarlık, sosyal kontrol ve toplam sosyal beceri düzeyi puanları arasında aynı yönde (+) anlamlı bir ilişki bulunmuştur. Kararsız karar verme stratejisi ile sosyal beceri duyuşsal anlatımcılık ve sosyal duyarlık arasında aynı yönde (+); sosyal kontrol arasında ters yönde (-) anlamlı bir ilişki bulunmuştur. Içtepisel karar verme stratejisi ile sosyal beceri duyuşsal duyarlık ve sosyal anlatımcılık arasında aynı yönde (+); sosyal kontrol arasında ters yönde (-) anlamlı bir ilişki bulunmuştur.
In this study, the effect of some variables on university student's social skills levels and strategies of decision-making is researched and the answer for the question of whether there is a relation between decision making strategies and social skill levels is tried to be obtained. The independent variables of the study are the dominant ego state, sex, class and the type of university entrance exam score. The dependent variables are social skills and strategies of decision-making. The general scope of the study is composed of 1st and 4th class students who are attending different faculties of Selçuk University. The scope of the study has been determined by the method of randomly set sampling. 2 faculties having students with quantitative ability, 2 faculties having students with verbal ability and one faculty having students with equally weighed ability were chosen by randomly set sampling method. The case study was chosen among the 1st and 4th class students of faculties that take part in the scope of the study by using randomly set sampling. The total number of the students in the case study is 486. The ego states of the students have been measured by 'Ego States Checklisf, their social skills levels by 'Self Identification Inventory* and their decision making strategies by The Questionnaire of Decision Strategies'. The average scores of the strategies of decision-making and levels of social skills, as to the sex and class variables, the importance of the difference among the averages of the groups was done with ' t ' test. The scores of the strategies of decision-making and levels of social skills, as to the university entrance exam scores and dominant ego states variables, was checked by unique dimension variance analysis to see whether they differentiate or not. When difference was observed, the control of the importance among the averages was done by Tukey" test in order to find the reason of differing. The analysis of the relationship VI between the strategies of decision-making and social skills has been calculated by making use of the 'Person Moments Multiple Correlation Coefficient Technique'. The findings obtained in this study are summarized as follows: With regard to the TA-dominant ego states and strategies of decision-making, among the strategies of decision making, making decision in indecisive way and impulsive decision making differs in a meaningful level with respect to dominant ego states. Indecisive decision making scores of the students having the feature of dominants adapted child ego state, dominant nurturing parent ego state and dominant free child ego state were found considerably higher than those of students who shows dominant adult ego states. In impulsive decision-making strategy, the students having the feature of free child ego state have higher impulsive decision-making strategy scores in a meaningful level than the scores of the students having the feature of dominant adult ego state, dominant adapted child ego state and dominant nurturing parent ego state. About the TA-dominant ego states and levels of social skills, it was seen that the social control sub scale scores of the university students according to social skills, emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control differed in meaningful level in accordance with dominant ego states. With regard to the university students' self qualities, the strategy of reasonable decision making of girls is higher than that of boys in a considerable level. The average scores of first class students strategy of decision-making in indecisive way is higher than the fourth-class students in a meaningful level. The average scores of the students making reasonable decision who entered the university according to their verbal scores were found considerably higher than the students who entered the vn university according to their quantitative scores. While the total scores of the emotional expressivity, emotional sensitivity, social control and social skills of girls were found higher than the boys, the average scores of emotional control of boys were found higher than those of girls in a considerable level. The emotional expressivity scores of the fourth-class students are higher than those of the first-class students in a considerable level. The social sensitivity sub-scale average scores of the first-class students were found higher than those of the fourth-class students in a meaningful level. It was found that students differ in their social skills, emotional expressivity, emotional control sub scale scores as to their types of university entrance exam scores in a meaningful level. As far as dependent variables are concerned; there is a positive relation in the same direction (+) between students' independent decision strategy and social skills, emotional sensitivity, social expressivity, social sensitivity and total levels of social skills. However, there is a negative relation in the opposite direction (-) between students' independent decision strategy and social control. A meaningful relation (+) was found in the same direction between the strategy of reasonable decision-making and social skills, emotional sensitivity, emotional control, social expressivity, social sensitivity, social control and the levels of the total social skills. A meaningful relation (+) was found in the same direction between the strategy of decision making in indecisive way and social skills, emotional expressivity and social sensitivity. However, a meaningful relation in the opposite direction (-) was found between the strategy of decision making in indecisive way and social control. A meaningful relation was found between the strategy of impulsive decision-making and social skills, emotional sensitivity and social expressivity in the same direction (+). However, a meaningful relation in opposite direction (-) was found between the strategy of impulsive decision-making and social control.
In this study, the effect of some variables on university student's social skills levels and strategies of decision-making is researched and the answer for the question of whether there is a relation between decision making strategies and social skill levels is tried to be obtained. The independent variables of the study are the dominant ego state, sex, class and the type of university entrance exam score. The dependent variables are social skills and strategies of decision-making. The general scope of the study is composed of 1st and 4th class students who are attending different faculties of Selçuk University. The scope of the study has been determined by the method of randomly set sampling. 2 faculties having students with quantitative ability, 2 faculties having students with verbal ability and one faculty having students with equally weighed ability were chosen by randomly set sampling method. The case study was chosen among the 1st and 4th class students of faculties that take part in the scope of the study by using randomly set sampling. The total number of the students in the case study is 486. The ego states of the students have been measured by 'Ego States Checklisf, their social skills levels by 'Self Identification Inventory* and their decision making strategies by The Questionnaire of Decision Strategies'. The average scores of the strategies of decision-making and levels of social skills, as to the sex and class variables, the importance of the difference among the averages of the groups was done with ' t ' test. The scores of the strategies of decision-making and levels of social skills, as to the university entrance exam scores and dominant ego states variables, was checked by unique dimension variance analysis to see whether they differentiate or not. When difference was observed, the control of the importance among the averages was done by Tukey" test in order to find the reason of differing. The analysis of the relationship VI between the strategies of decision-making and social skills has been calculated by making use of the 'Person Moments Multiple Correlation Coefficient Technique'. The findings obtained in this study are summarized as follows: With regard to the TA-dominant ego states and strategies of decision-making, among the strategies of decision making, making decision in indecisive way and impulsive decision making differs in a meaningful level with respect to dominant ego states. Indecisive decision making scores of the students having the feature of dominants adapted child ego state, dominant nurturing parent ego state and dominant free child ego state were found considerably higher than those of students who shows dominant adult ego states. In impulsive decision-making strategy, the students having the feature of free child ego state have higher impulsive decision-making strategy scores in a meaningful level than the scores of the students having the feature of dominant adult ego state, dominant adapted child ego state and dominant nurturing parent ego state. About the TA-dominant ego states and levels of social skills, it was seen that the social control sub scale scores of the university students according to social skills, emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control differed in meaningful level in accordance with dominant ego states. With regard to the university students' self qualities, the strategy of reasonable decision making of girls is higher than that of boys in a considerable level. The average scores of first class students strategy of decision-making in indecisive way is higher than the fourth-class students in a meaningful level. The average scores of the students making reasonable decision who entered the university according to their verbal scores were found considerably higher than the students who entered the vn university according to their quantitative scores. While the total scores of the emotional expressivity, emotional sensitivity, social control and social skills of girls were found higher than the boys, the average scores of emotional control of boys were found higher than those of girls in a considerable level. The emotional expressivity scores of the fourth-class students are higher than those of the first-class students in a considerable level. The social sensitivity sub-scale average scores of the first-class students were found higher than those of the fourth-class students in a meaningful level. It was found that students differ in their social skills, emotional expressivity, emotional control sub scale scores as to their types of university entrance exam scores in a meaningful level. As far as dependent variables are concerned; there is a positive relation in the same direction (+) between students' independent decision strategy and social skills, emotional sensitivity, social expressivity, social sensitivity and total levels of social skills. However, there is a negative relation in the opposite direction (-) between students' independent decision strategy and social control. A meaningful relation (+) was found in the same direction between the strategy of reasonable decision-making and social skills, emotional sensitivity, emotional control, social expressivity, social sensitivity, social control and the levels of the total social skills. A meaningful relation (+) was found in the same direction between the strategy of decision making in indecisive way and social skills, emotional expressivity and social sensitivity. However, a meaningful relation in the opposite direction (-) was found between the strategy of decision making in indecisive way and social control. A meaningful relation was found between the strategy of impulsive decision-making and social skills, emotional sensitivity and social expressivity in the same direction (+). However, a meaningful relation in opposite direction (-) was found between the strategy of impulsive decision-making and social control.
Açıklama
Anahtar Kelimeler
Baskın ben durumları, Dominant ego states, Ben durumları, Ego states, Karar verme, Decision making, Karar verme stratejileri, Decision making strategies, Sosyal beceri, Social skill, Üniversite öğrencileri, University students
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Deniz, M. E. (2002). Üniversite öğrencilerin karar verme stratejileri ve sosyal beceri düzeylerinin TA-baskın ben durumları ve bazı özlük niteliklerine göre karşılaştırmalı olarak incelenmesi. Selçuk Üniversitesi, Yayımlanmış doktora tezi, Konya.
