Publication: Ortaöğretim öğrencilerinin öğrenilmiş güçlükleri ve aile içi ilişkileri
Abstract
Bu arastırmada, ortaögretim ögrencilerinin ögrenilmis güçlülükleri ile aile içi psikolojik iliski örüntüleri arasındaki iliski ve aile içi psikolojik iliski örüntülerinin ögrenilmis güçlülüklerini yordayıcılıgının belirlenmesi amaçlanmıstır. Bununla birlikte, ortaögretim ögrencilerinin ögrenilmis güçlülük düzeylerinin okul türüne, sınıf seviyesine, cinsiyet degiskenine, anne-baba egitim düzeyine, kardes sayısına ve aile islevlerinin saglıklılık durumuna göre farklılıklasıp, farklılasmadıgı incelenmistir. Arastırmanın evrenini, 2006-2007 ögretim yılında İstanbul ili Anadolu yakasında egitim veren, resmi ve özel lise 10 ve 11. sınıflarında okumakta olan ögrenciler olusturmaktadır. Arastırmanın örnekleminin belirlenmesinde, 2006-2007 ögretim yılında İstanbul ili Anadolu yakasındaki 6 ilçede, resmi ve özel liselerden oranlı küme örnekleme yöntemiyle random (tesadüfi) olarak yapılan okul seçimleri sonucunda altısı özel, altısı devlet olmak üzere 12 okul belirlenmistir. Bu okullardan random olarak seçilen ve arastırma kapsamına alınan 738 ögrencinin 357’ si kız olup, 381’ i ise erkektir. Arastırmada veri toplama aracı olarak, ögrencilerin sosyo-demografik özellikleri hakkında bilgi toplamak için arastırmacı tarafından gelistirilmis ‘Kisisel Bilgi Formu’ ile birlikte ‘Rosenbaum Ögrenilmis Güçlülük Ölçegi’ (Rosenbaum, 1980) ve ‘Aile Degerlendirme Ölçegi’ (Epstein, Bolwin ve Bishop, 1983) kullanılmıstır. SPSS 11.5 istatistik paket programının kullanıldıgı veri analizinde, ögrencilerin demografik özelliklerinin frekans ve yüzde dagılımlarının yanı sıra ögrenilmis güçlülük ve aile içi psikolojik iliski örüntüleri alt boyut puanlarının aritmetik ortalama ve standart sapmaları belirlenmis daha sonra ögrenilmis güçlülükleri ile algılanan aile içi psikolojik iliski örüntülerinin iliskisini belirlemek üzere ‘Pearson Korelasyon Katsayısı’, ögrencilerin algılanan aile içi psikolojik iliski örüntülerinin, ögrenilmis güçlülüklerini yordayıcılıgını belirlemek üzere ‘Çoklu Regresyon’ teknigi, ögrencilerin ögrenilmis güçlülüklerinin okul türü, sınıf seviyesi, cinsiyet ve aile islevlerinin saglıklılık durumuna göre farklılasıp, farklılasmadıgını belirlemek üzere ‘Bagımsız Grup t-testi’ ve ögrencilerin ögrenilmis güçlülüklerinin anne-baba egitim düzeyi ve kardes sayısına göre farklılasıp farklılasmadıgını belirlemek üzere ‘Tek Yönlü Varyans Analizi’ (ANOVA) teknigi kullanılmıstır. Grup ortalamalarının anlamlı oldugu durumlarda(p<.05), homojen dagılımlarda farklılıkların kaynagını bulmak için ise ‘Scheffe’ teknigi kullanılmıstır. Arastırma sonucunda, orta ögretim ögrencilerin ögrenilmis güçlülükleri ile aile iliskileri arasında anlamlı düzeyde bir iliskinin var oldugu, bunun yanısıra aile iliskileri alt boyutlarından, iletisim, roller ve davranıs kontrolü’nün ögrencilerin ögrenilmis güçlülüklerinin anlamlı yordamcısı oldugu görülmüstür. Diger yandan devlet okulunda okuyan ögrencilerin ögrenilmis güçlülügü, özel okulda okuyan ögrencilerden; kız ögrencilerin ögrenilmis güçlülügü, erkek ögrencilerden; anneleri ilkögretim mezunu olan ögrencilerin ögrenilmis güçlülüklerinin, anneleri ortaögretim ve yüksek ögretim mezunu olan ögrencilerden; babaları okul mezunu olmayan ve ilkögretim mezunu olan ögrencilerin ögrenilmis güçlülüklerinin, babaları yüksek ögretim mezunu olan ögrencilerden daha yüksek oldugu belirlenmis, kardes sayısının ögrencilerinin ögrenilmis güçlülüklerinde bir farklılasmaya neden olmadıgı görülmüstür. Ayrıca, aile iliskileri alt boyutları (sorun çözme, iletisim, roller, duygusal tepki verebilme, duygusal katılım, davranıs kontrolü, genel islevler) islevleri saglıklı olan ögrencilerin ögrenilmis güçlülügünün, aile iliskileri islevleri saglıklı olmayan ögrencilerin ögrenilmis güçlülüklerinden daha yüksek oldugu bulunmustur.
In this research, it is aimed to determine the relationship between the learned resourcefulness and psychological relationship patterns within family of high school students, defining the learned resourcefulness prediction of psychological relation patterns within the family. Besides, it is inquired whether the learned resourcefulness level of high school students differentiate according to the type of school, level of class, gender variable, education level of parents, number of sisters and brothers, and the healtiness of family functions. The population comprises the students of 10 th and 11 th classes of private and state schools educating in the Anatolian side of stanbul in the academic year of 2006- 2007. Using random sampling method, 12 schools (6 of them are public, 6 of them are private school) selected for the study. 738 students from these schools were determined by randomly. 357 of them are females, 381 of them are males. The questionnaire which is developed by the researcher to collect information about sociodemographic features of the students, ‘Rosenbaum’s Learned Resourcefulness Schedule (Rosenbaum, 1980)’, ‘McMaster Family Assessment Device (Epstein, Bolwin ve Bishop, 1983)’ are used as the type of this survey study. The row data analyses are evaluated by using ‘SPSS 11.5 For Windows’ package programme in computer. Besides descriptive statistical analysis, Multiple Linear Regression, independent Samples t-test and One-Way ANOVA are used for the statistical analysis of the study. Scheffe applied in condition that group averages (p<.05) are significant among the groups which have significant differences are determined. The results of this study show that there is significant correlation between learned resourcefulness of the high school students and their psychological relationship patterns within family. Also, communication, roles and behavior control the subscales of psychological relationship patterns within family, predict learned resourcefullness of the students significantly. Besides, the learned resourcefulness scores of the students of the public schools are higher than private school’; the learned resourcefulness scores of the female students are higher than the male students’; the learned resourcefullness scores of the students’ whose mothers graduated from primary school are higher than the students’ whose mothers graduated from high school and university; the learned resourcefulness scores of the students whose fathers not graduated any school and graduated from primary school are higher than significantly the students’ whose fathers graduated university graduated. But, there isn’t a significant difference at the learned resourcefulness depended on the number of siblings. According to subscales of psychological relationship patterns within family (communication, roles, affective responsiveness, affective involvement, behavior control, general functions), the learned resourcefulness scores of the students whose family functions health are higher than the students’ whose family functions are unhealthy.
In this research, it is aimed to determine the relationship between the learned resourcefulness and psychological relationship patterns within family of high school students, defining the learned resourcefulness prediction of psychological relation patterns within the family. Besides, it is inquired whether the learned resourcefulness level of high school students differentiate according to the type of school, level of class, gender variable, education level of parents, number of sisters and brothers, and the healtiness of family functions. The population comprises the students of 10 th and 11 th classes of private and state schools educating in the Anatolian side of stanbul in the academic year of 2006- 2007. Using random sampling method, 12 schools (6 of them are public, 6 of them are private school) selected for the study. 738 students from these schools were determined by randomly. 357 of them are females, 381 of them are males. The questionnaire which is developed by the researcher to collect information about sociodemographic features of the students, ‘Rosenbaum’s Learned Resourcefulness Schedule (Rosenbaum, 1980)’, ‘McMaster Family Assessment Device (Epstein, Bolwin ve Bishop, 1983)’ are used as the type of this survey study. The row data analyses are evaluated by using ‘SPSS 11.5 For Windows’ package programme in computer. Besides descriptive statistical analysis, Multiple Linear Regression, independent Samples t-test and One-Way ANOVA are used for the statistical analysis of the study. Scheffe applied in condition that group averages (p<.05) are significant among the groups which have significant differences are determined. The results of this study show that there is significant correlation between learned resourcefulness of the high school students and their psychological relationship patterns within family. Also, communication, roles and behavior control the subscales of psychological relationship patterns within family, predict learned resourcefullness of the students significantly. Besides, the learned resourcefulness scores of the students of the public schools are higher than private school’; the learned resourcefulness scores of the female students are higher than the male students’; the learned resourcefullness scores of the students’ whose mothers graduated from primary school are higher than the students’ whose mothers graduated from high school and university; the learned resourcefulness scores of the students whose fathers not graduated any school and graduated from primary school are higher than significantly the students’ whose fathers graduated university graduated. But, there isn’t a significant difference at the learned resourcefulness depended on the number of siblings. According to subscales of psychological relationship patterns within family (communication, roles, affective responsiveness, affective involvement, behavior control, general functions), the learned resourcefulness scores of the students whose family functions health are higher than the students’ whose family functions are unhealthy.