Parçalanmış aileye sahip ergenlerin öz yeterlik algıları ve okul bağlılık düzeyleri arasındaki ilişkinin incelenmesi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada parçalanmış aileye sahip ergenlerin öz yeterlik algıları ve okul bağlılık düzeyleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden olan ilişkisel tarama modeli kullanılmıştır. Çalışma grubu 2021-2022 eğitim öğretim yılında Kayseri ili merkez ilçelerindeki orta öğretim kurumlarında öğrenim görmekte olan 226 (%74.3) erkek, 78 (%25.7) kız olmak üzere toplam 304 ergenden oluşmaktadır. Araştırmada verileri toplamak amacıyla Çocuklar İçin Öz Yeterlik Ölçeği, Öğrencinin Okula Bağlılığı Ölçeği ve araştırmacı tarafından hazırlanan Kişisel Bilgi Formu kullanılmıştır. Araştırmada bağımsız örneklemlerde t-Testi, Pearson Korelasyon Katsayısı, Tek Yönlü Anova Testi, Basit Doğrusal Regresyon Analizi, Tukey ve Post Hoc teknikleri kullanılmıştır. Araştırmanın bulgularına göre parçalanmış aileye sahip ergenlerin öz yeterlik puanları ve duygusal öz yeterlikleri cinsiyete göre farklılaşmıştır ve erkeklerin puan ortalamaları kızlardan daha yüksektir. Okul bağlılık puan ortalamalarında ise cinsiyete göre anlamlı farklılık bulunmamıştır. Sınıf seviyesi değişkenine göre parçalanmış aileye sahip ergenlerin öz yeterlik ve okul bağlılık puan ortalamaları farklılık göstermemekle birlikte öz yeterlik konusunda 9. Sınıf seviyesi en yüksek ortalamaya sahipken 10. Sınıf seviyesi tüm boyutlarda en düşük ortalamaya sahiptir. Okul bağlılığı konusunda ise geleceğe yönelik akademik istekler ve amaçlar alt boyut puanlarında 12. Sınıf seviyesindeki öğrencilerin puanları 9. Sınıf seviyesindeki öğrencilere göre daha düşüktür. Parçalanmış aileye sahip ergenlerin öz yeterlik ve sosyal öz yeterlik puanları anne eğitim durumu değişkenine göre farklılaşmaktadır ve her iki durumda da annesi ilkokul mezunu olan ergenlerin puanları annesi üniversite mezunu olan ergenlere göre daha düşüktür. Öte yandan okul bağlılığı anne eğitim durumuna göre incelendiğinde okul bağlılık puanı ve diğer alt boyut puanları anlamlı bir farklılık göstermezken anne eğitim durumu okur-yazar olan ergenlerin dışsal motivasyon alt boyut puanları anne eğitim durumu ortaokul olan ergenlere göre daha yüksektir. Öz yeterlik, sosyal öz yeterlik, duygusal öz yeterlik, okul bağlılık puanları baba eğitim durumuna göre farklılaşmamakla birlikte akademik öz yeterlik ve dışsal motivasyon puanları parçalanmış aileye sahip ergenlerin baba eğitim durumuna göre farklılaşmaktadır. Aynı zamanda parçalanmış aileye sahip ergenlerin öz yeterlik ve okul bağlılık düzeyleri anne-baba birliktelik durumuna ve kiminle birlikte yaşadığına göre farklılaşmamaktadır. Öz yeterlik ölçeği ve alt boyutları ile okul bağlılık düzeyi ve dışsal motivasyon hariç diğer okul bağlılık alt boyutları arasında anlamlı düzeyde ilişki olduğu görülmektedir. Parçalanmış aileye sahip ergenlerin öz yeterlik düzeyleri okul bağlılık düzeylerine ilişkin varyansın %21.1'ini açıkladığı tespit edilmiştir.
The aim of this research is to examine the relationship between self-efficacy perceptions and school engagement levels of adolescents with broken family. Correlational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 304 adolescent, 226 (74.3%) male and 78 (25.7%) female students, studying in secondary education institutions in Kayseri in the 2021-2022 academic year. The group of the study consists of a total of 304 adolescents, 78 girls (%25.7) and 226 boys (%74.3), studying in secondary education institutions in Kayseri province in the 2021-2022 academic year. The Self-Efficacy Scale for Children, the Student's School Engagement Scale and the Personal Information Form prepared by the researcher were utilised to collect the data used in this study. In the study independent sample t-Test, Pearson Correlation Coefficient, One Way Anova Test, Simple Linear Regression Analysis, Tukey and Post Hoc techniques were used. According to the findings there was a significant difference between the self-efficacy scores and emotional self-efficacy of adolescents with broken family with gender, and the mean scores of boys were higher than girls; On the other hand, no significant difference was found in school engagement mean scores by gender. While the mean scores of self-efficacy and school engagement of adolescents with broken family do not differ according to the grade level variable, the 9th grade level has the highest average in terms of self-efficacy, while the 10th grade level has the lowest mean in all dimensions; On the other hand, in terms of school engagement, the scores of the 12th grade students in the academic desires and goals for the future sub-dimension scores are lower than the 9th grade students. The self-efficacy and social self-efficacy scores of the adolescents with broken family differ according to the mother's education level variable, and in both cases, the scores of the adolescents whose mothers are primary school graduates are lower than those whose mothers are university graduates. By the way, when school engagement is examined according to mother's education level, school engagement score and other sub-dimension scores do not show a significant difference. While self-efficacy, social self-efficacy, emotional self-efficacy, and school engagement scores do not differ according to father's education level, academic self-efficacy and extrinsic motivation scores differ according to father's education level of adolescents with broken family. At the same time, the self-efficacy and school engagement levels of adolescents with broken family do not differ according to their parents' relationship status and who they live with. It is seen that there is a significant relationship between the self-efficacy scale and its sub-dimensions and the other sub-dimensions of school engagement, excluding the level of school engagement and extrinsic motivation. It was determined that the self-efficacy levels of adolescents with broken family explained 21.1% of the variance in their school engagement levels.
The aim of this research is to examine the relationship between self-efficacy perceptions and school engagement levels of adolescents with broken family. Correlational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 304 adolescent, 226 (74.3%) male and 78 (25.7%) female students, studying in secondary education institutions in Kayseri in the 2021-2022 academic year. The group of the study consists of a total of 304 adolescents, 78 girls (%25.7) and 226 boys (%74.3), studying in secondary education institutions in Kayseri province in the 2021-2022 academic year. The Self-Efficacy Scale for Children, the Student's School Engagement Scale and the Personal Information Form prepared by the researcher were utilised to collect the data used in this study. In the study independent sample t-Test, Pearson Correlation Coefficient, One Way Anova Test, Simple Linear Regression Analysis, Tukey and Post Hoc techniques were used. According to the findings there was a significant difference between the self-efficacy scores and emotional self-efficacy of adolescents with broken family with gender, and the mean scores of boys were higher than girls; On the other hand, no significant difference was found in school engagement mean scores by gender. While the mean scores of self-efficacy and school engagement of adolescents with broken family do not differ according to the grade level variable, the 9th grade level has the highest average in terms of self-efficacy, while the 10th grade level has the lowest mean in all dimensions; On the other hand, in terms of school engagement, the scores of the 12th grade students in the academic desires and goals for the future sub-dimension scores are lower than the 9th grade students. The self-efficacy and social self-efficacy scores of the adolescents with broken family differ according to the mother's education level variable, and in both cases, the scores of the adolescents whose mothers are primary school graduates are lower than those whose mothers are university graduates. By the way, when school engagement is examined according to mother's education level, school engagement score and other sub-dimension scores do not show a significant difference. While self-efficacy, social self-efficacy, emotional self-efficacy, and school engagement scores do not differ according to father's education level, academic self-efficacy and extrinsic motivation scores differ according to father's education level of adolescents with broken family. At the same time, the self-efficacy and school engagement levels of adolescents with broken family do not differ according to their parents' relationship status and who they live with. It is seen that there is a significant relationship between the self-efficacy scale and its sub-dimensions and the other sub-dimensions of school engagement, excluding the level of school engagement and extrinsic motivation. It was determined that the self-efficacy levels of adolescents with broken family explained 21.1% of the variance in their school engagement levels.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Parçalanmış Aile, Ergenlik, Öz Yeterlik, Okul Bağlılığı, Broken Family, Adolescence, Self-efficacy, School Engagement
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Aybars Öztürk, G. (2023). Parçalanmış aileye sahip ergenlerin öz yeterlik algıları ve okul bağlılık düzeyleri arasındaki ilişkinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Anabilim Dalı, Konya.
