Lise öğrencilerinin algıladıkları sosyal destek ile sosyal problem çözme arasındaki ilişkinin incelenmesi
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Dosyalar
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı lise öğrencilerinin algılanan sosyal destekleri ile sosyal problem çözme becerileri arasındaki ilişkinin incelenmesidir. Bu genel amaca bağlı olarak lise öğrencilerinin cinsiyet, anne eğitim durumu, baba eğitim durumu değişkenlerine göre sosyal problem çözme becerilerinin anlamlı düzeyde farkılalışıp farklılaşmadığıda incelenmiştir. Araştırmanın çalışma evrenini 2007?2008 öğretim yılında, Ankara il merkezindeki Milli Eğitim Bakanlığına bağlı resmi liselerde öğrenim gören öğrencilerdir. Araştırmanın örneklemi merkez ilçelere bağlı liselerde öğrenim gören birinci, ikinci ve üçüncü sınıf öğrencilerinden tesadüfî küme örnekleme yöntemi ile seçilmiştir. Araştırma örneklemine giren öğrencilerin 292'isi kız 229'u erkek olmak üzere toplam 521 lise öğrencisinden oluşmaktadır. Verilerin analizinde t testi, tek yönlü varyans analizi, pearson momentler çarpım korelasyon tekniği kullanılmıştır. Verilerin analizi SPSS 14.00 paket programında yapılmıştır. Araştırma sonucunda erkek lise öğrencilerinin kaçıngan yaklaşım, içtepisel-dikkatsiz yaklaşım puan ortalamaları kızlardan, kızların probleme olumsuz yönelim, akılcı problem çözme ve toplam sosyal problem çözme puan ortalamaları ise erkeklerden anlamlı düzeyde yüksek bulunmuştur. Anne eğitim durumu üniversite mezunu olan öğrencilerin probleme olumlu yönelim ve akılcı problem çözme puan ortalamaları anne eğitim durumu lise, ortaokul ve ilkokul olanlardan anlamlı düzeyde yüksek bulunmuştur. Baba eğitim durumu ilkokul olanların probleme olumlu yönelim puan ortalamaları ortaokul olanlardan, eğitim durumu ortaokul olanların probleme olumsuz yönelim puan ortalamaları lise mezunu olanlardan anlamlı düzeyde yüksek bulunmuştur. Lise öğrencilerinin algılanan aile destekleri ile probleme pozitif yönelim, akılcı problem çözme ve toplam sosyal problem çözme puanları arasında pozitif yönlü, algılanan aile desteği ve probleme olumsuz yönelim, kaçıngan ve içtepisel dikkatsiz yaklaşım negatif yönlü bir ilişki bulunmuştur. Lise öğrencilerin algılanan arkadaş desteği ile probleme olumlu yönelim, akılcı problem çözme ve toplam sosyal problem çözme puanları arasında pozitif yönlü, algılanan arkadaş desteği ile kaçıngan ve içtepisel dikkatsiz yaklaşım arasında negatif yönlü anlamlı bir ilişki gözlenmiştir. Lise öğrencilerinin algılanan öğretmen desteği ile probleme pozitif yönelim, akılcı problem çözme ve toplam sosyal problem çözme puanları arasında pozitif yönlü, algılanan öğretmen desteği ve probleme olumsuz yönelim, kaçıngan ve içtepisel dikkatsiz yaklaşım negatif yönlü bir ilişki bulunmuştur
The purpose of this study was to examine the relationship between high school students? perceived social support and their social problem solving levels. In association to this objective, this study investigated the effects of gender, mother and father education levels variables on social problem solving skills of high school students. Considering the city Ankara as population, data were collected from a sample of 521 high school students in the Ministy of Education who lived in inner towns of Ankara. The sample of research is selected from the students in first, second and third degres at high school in central village. The students in the research collected from 521 and they are 292 girls and 229 boys at high scholl. The results indicated that gender, mother education, and father education as variables have a meaningful effect on high school students? social problem solving skills: Male students? negative problem orientation, avoidance problem, impulsive-inattentive style scores were higher than female students? scores. Female students? rational problem solving and total problem solving scores were higher than male students? scores. Students whose mothers had college degree presented meaningfully higher scores on positive problem orientation style and rational problem solving style than students? whose mother had elementary, middle, and high school degree. Students whose fathers had elementary degree showed higher scores on positive problem orientation than those who had middle school degree. Students whose fathers had middle school degree exhibited significantly higher scores on negative problem orientation than those who had high school degree. The findings showed that there is a positive correlation between students? perceived social support from parents and their positive problem solving orientation, rational problem solving, and the total social problem solving scores. There is a negative correlation between students? perceived social support from parents and negative problem orientation, avoidance problem style and impulsive-inattentive style scores. There is a positive correlation between students? perceived social support from friends and positive problem solving orientation, rational problem solving style, and total social problem solving styles. There is a negative correlation between students? perceived social support from friends and avoidance problem style and impulsive inattentive style. There is a positive correlation between students? perceived social support from teachers and positive problem solving orientation, rational problem solving style, and total problem solving scores. There is a negative correlation between students? perceived social support from teachers and negative problem solving orientation, avoidance problem style, and impulsive-inattentive problem solving style scores.
The purpose of this study was to examine the relationship between high school students? perceived social support and their social problem solving levels. In association to this objective, this study investigated the effects of gender, mother and father education levels variables on social problem solving skills of high school students. Considering the city Ankara as population, data were collected from a sample of 521 high school students in the Ministy of Education who lived in inner towns of Ankara. The sample of research is selected from the students in first, second and third degres at high school in central village. The students in the research collected from 521 and they are 292 girls and 229 boys at high scholl. The results indicated that gender, mother education, and father education as variables have a meaningful effect on high school students? social problem solving skills: Male students? negative problem orientation, avoidance problem, impulsive-inattentive style scores were higher than female students? scores. Female students? rational problem solving and total problem solving scores were higher than male students? scores. Students whose mothers had college degree presented meaningfully higher scores on positive problem orientation style and rational problem solving style than students? whose mother had elementary, middle, and high school degree. Students whose fathers had elementary degree showed higher scores on positive problem orientation than those who had middle school degree. Students whose fathers had middle school degree exhibited significantly higher scores on negative problem orientation than those who had high school degree. The findings showed that there is a positive correlation between students? perceived social support from parents and their positive problem solving orientation, rational problem solving, and the total social problem solving scores. There is a negative correlation between students? perceived social support from parents and negative problem orientation, avoidance problem style and impulsive-inattentive style scores. There is a positive correlation between students? perceived social support from friends and positive problem solving orientation, rational problem solving style, and total social problem solving styles. There is a negative correlation between students? perceived social support from friends and avoidance problem style and impulsive inattentive style. There is a positive correlation between students? perceived social support from teachers and positive problem solving orientation, rational problem solving style, and total problem solving scores. There is a negative correlation between students? perceived social support from teachers and negative problem solving orientation, avoidance problem style, and impulsive-inattentive problem solving style scores.
Açıklama
Anahtar Kelimeler
Lise öğrencileri, High schools students, Problem çözme, Problem solving
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Arslan, E. (2009). Lise öğrencilerinin algıladıkları sosyal destek ile sosyal problem çözme arasındaki ilişkinin incelenmesi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
