Publication: Üniversiteye giriş sınavına hazırlanma sürecinde lise son sınıf öğrenci annelerinin deneyimleri : fenomenolojik bir araştırma
Abstract
Bu araştırmada lise son sınıf öğrencilerinin üniversiteye giriş sınavına hazırlanma süreçlerinin anneler tarafından nasıl deneyimlendiğinin ve annelerin bu süreçteki tutumlarının neler olduğunun belirlenmesi amaçlanmıştır. Nitel araştırma desenleri içerisinden fenomenolojik desene dayalı olarak tasarlanan bu araştırmanın çalışma grubunu, İstanbul ili Bağcılar ilçesinde yer alan bir anadolu lisesindeki öğrencilerin anneleri oluşturmuştur. Amaçlı örnekleme yöntemleri içerisinden ölçüt örnekleme yöntemi kullanılarak oluşturulan bu çalışma grubunda 11 gönüllü anne yer almıştır. Bu araştırmanın verileri görüşme tekniği ile toplanmıştır. Görüşme soruları; alan yazın taramasının ardından araştırmacılara, okul psikolojik danışmanlarına ve çocuğu üniversiteye giriş sınavına daha önceden hazırlanan annelere danışılarak hazırlanmıştır. Oluşturulan sorular hakkında uzman görüşü alınmış ve gerekli düzenlemeler gerçekleştirilmiştir. Bu sorular pilot görüşmeler gerçekleştirilerek test edilmiş ve anlaşılmadığı tespit edilen sorularda değişikliğe gidilmiştir. Veri analizi sürecinde “MAXQDA-22” programından yararlanılmış ve içerik analizi tekniği kullanılmıştır. Analiz sürecinde; sınav sürecinin aile ortamına yansıması, annelerin üniversiteye giriş sınavına yönelik düşünceleri, annelerinin gözünden sınava hazırlanma sürecindeki çocuklar, sınav sürecinde “anneler”, annelerin sınava yönelik motivasyonları, annelerin eğitimsel açıdan geleceğe ilişkin görüşleri olarak adlandırılan toplam 6 ana temaya ve 32 alt tema ile 104 koda ulaşılmıştır. Araştırmada ulaşılan bulgular temel olarak annelerin çocuklarına psikolojik destek sağlarken aynı zamanda akademik baskı uyguladıklarını, bu sürecin annelerde stres, endişe, yorgunluk ve bıkkınlık yarattığını, eğitim seviyesi düşük olan annelerin bu süreçte düşük öz-yeterlik algısına sahip olduklarını, annelerin bu sınavın öğrencilerin yetenek alanlarını geri planda bıraktığını düşündüklerini, babaların çocuklara karşı ilgisiz bir tutum sergilediklerini, ebeveynlerin okul psikolojik danışmanı ile sınav süreci hakkında yakından iletişime geçmediklerini, ebeveynlerin sosyal yaşamlarını çocuklarının ders çalışma vakitlerine göre düzenlediklerini ve çocuklarına uygun bir çalışma ortamı sağlamak adına özen gösterdiklerini; çocukların ise uyku düzensizliği yaşadıklarını, kahve ve abur cubur tüketimini artırdıklarını, önceki dönemlere kıyasla bu süreçte daha asabi olduklarını ve yaşamdan soyutlanacak şekilde yoğun bir ders çalışma temposu içerisinde olduklarını göstermektedir. Araştırma kapsamında ulaşılan tüm bulgular alan yazın ışığında tartışılmış ve araştırmacılar ile uygulayıcılara önerilerde bulunulmuştur.
In this study, it is aimed to determine how the processes of high school seniors' preparation for the university entrance exam are experienced by mothers and what the attitudes of mothers are in this processes. The study group of this research, which was designed based on the phenomenological design among the qualitative research designs, consisted of the mothers of the students in an anatolian high school in the district of Bağcılar in Istanbul. 11 volunteer mothers took part in this study group, which was formed by using the criterion sampling method among the purposeful sampling methods. The data of this study were collected by interview technique. After the literature review was completed, the interview questions were prepared in consultation with researchers, school counselors, and mothers whose children had already prepared for the university entrance exam. Expert opinion was taken about the questions and necessary arrangements were made. These questions were tested by conducting pilot interviews and changes were made to the questions that were found to be incomprehensible. In the data analysis process, the MAXQDA-22 program and the content analysis technique were used. In the analysis process, a total of 6 main themes named the reflection of the exam process on the family environment, mothers' thoughts on the university entrance exam, children in the process of preparation for the exam in the eyes of mothers', ‘mothers’ during the exam process, mothers' motivations for the exam, mothers' educationally views about the future and 104 codes with 32 sub-themes has been reached. The findings of the study basically suggested while mothers provide psychological support to their children, they also apply academic pressure; this process creates stress, anxiety, fatigue and weariness in mothers, poorly educated mothers have a low perception of self-sufficiency in this process, and mothers think that this test threw students' talents out of focus; fathers have an unconcerned attitude towards children; parents do not sufficiently communicate with the school counselor about the exam process, organize their social lives according to the study times of their children and provide a suitable working environment for their children. On the other hand, children experience sleep disorders, increase their consumption of coffee and junk food, are more irritable in this process compared to previous periods, and are at an intense study pace to isolate themselves from life. All the findings reached within the scope of the research were discussed in the light of the literature and suggestions were made to researchers and practitioners.
In this study, it is aimed to determine how the processes of high school seniors' preparation for the university entrance exam are experienced by mothers and what the attitudes of mothers are in this processes. The study group of this research, which was designed based on the phenomenological design among the qualitative research designs, consisted of the mothers of the students in an anatolian high school in the district of Bağcılar in Istanbul. 11 volunteer mothers took part in this study group, which was formed by using the criterion sampling method among the purposeful sampling methods. The data of this study were collected by interview technique. After the literature review was completed, the interview questions were prepared in consultation with researchers, school counselors, and mothers whose children had already prepared for the university entrance exam. Expert opinion was taken about the questions and necessary arrangements were made. These questions were tested by conducting pilot interviews and changes were made to the questions that were found to be incomprehensible. In the data analysis process, the MAXQDA-22 program and the content analysis technique were used. In the analysis process, a total of 6 main themes named the reflection of the exam process on the family environment, mothers' thoughts on the university entrance exam, children in the process of preparation for the exam in the eyes of mothers', ‘mothers’ during the exam process, mothers' motivations for the exam, mothers' educationally views about the future and 104 codes with 32 sub-themes has been reached. The findings of the study basically suggested while mothers provide psychological support to their children, they also apply academic pressure; this process creates stress, anxiety, fatigue and weariness in mothers, poorly educated mothers have a low perception of self-sufficiency in this process, and mothers think that this test threw students' talents out of focus; fathers have an unconcerned attitude towards children; parents do not sufficiently communicate with the school counselor about the exam process, organize their social lives according to the study times of their children and provide a suitable working environment for their children. On the other hand, children experience sleep disorders, increase their consumption of coffee and junk food, are more irritable in this process compared to previous periods, and are at an intense study pace to isolate themselves from life. All the findings reached within the scope of the research were discussed in the light of the literature and suggestions were made to researchers and practitioners.