Publication: Üstün zekalı ergenlerin akran ilişkileri ile öznel iyi oluşları arasındaki ilişkilerin incelenmesi
Abstract
Bu araştırmanın amacı, üstün zekâlı ergenlerin akran ilişkileri ile öznel iyi oluşları arasındaki ilişkiyi incelemektir. Bu amaçla üstün zekâlı ergenlerin akran ilişkileri ile öznel iyi oluşları, cinsiyet, yaş, okul, sınıf, doğum sırası, kardeş sayısı, anne ve baba eğitim durumu, sevilen dersler ve boş vakitlerini değerlendirme değişkenleri açısından incelenmiştir. Araştırma iki veya daha fazla değişken arasındaki ilişkiyi tasvir etmeyi amaçlayan ilişkisel tarama desenine göre düzenlenmiştir. Araştırmanın evreni, İstanbul ilinde üstün zekâ tanısı almış, 5.6.7. ve 8. sınıfa devam eden ortaokul öğrencileri; örneklemi ise, 2013-2014 eğitim-öğretim yılında İstanbul ilinde üstün zekâlılara eğitim veren Ataşehir Bilim ve Sanat Merkezi (155), Beşiktaş Bilim ve Sanat Merkezi (163) ve Ford Otosan İlköğretim Okulu’nda (73) 5. 6. 7. ve 8. sınıfa devam eden toplam 391 üstün zekâlı öğrenciden oluşmaktadır. Veri toplama aşamasında ergenlerin akran ilişkilerini belirlemek için “Akran İlişkileri Ölçeği” ve öznel iyi oluşlarını tespit edebilmek için de “Ergen Öznel İyi Oluş Ölçeği” kullanılmıştır. Ayrıca demografik bilgilere ulaşmak amacıyla hazırlanan “Kişisel Bilgi Formu” kullanılmıştır. Verilerin analizinde Akran İlişkileri ve Ergen Öznel İyi Oluş arasındaki ilişkiler Pearson Çarpım Momentler Korelasyon Katsayısı ile incelenmiştir. Demografik değişkenler açısından araştırma değişkenleri incelenirken, iki kategorili değişkenlerde parametrik olarak Bağımsız Gruplar t- Testi; buna karşın üç ve daha fazla kategori için Tek Yönlü Varyans Analizi (ANOVA) tekniklerinden yararlanılmıştır. Varyans analizi sonucunda, farkın kaynağını belirlemek amacıyla Scheffe testi uygulanmıştır. Araştırmada elde edilen sonuçlar, üstün zekâlı ergenlerin akran ilişkileri ile öznel iyi oluşları arasında anlamlı bir ilişki olduğunu göstermiş, buna göre üstün zekâlı ergenlerin akranlarıyla olan ilişkilerinde aldıkları doyum, bireylerin olumlu düşünme eğilimini artırdığı görülmüştür. Demografik değişkenler incelendiğinde kız öğrencilerin akran ilişkilerine daha fazla önem vermeleri, bağlanmaları ve kendilerini açmaları, hem ilişkilerinden hem de ya yaşamlarından daha fazla doyum elde etmelerine olanak sağladığı görülmüştür. Aynı zamanda, ilk çocuk olarak doğan üstün zekâlı ergenlerin daha fazla yaşam doyumu aldıkları görülmüştür.
This study was conducted with a purpose of investigating the relationship between gifted adolescents’ peer relationships and subjective wellbeing. In order to understand this relationship, we examined the variables of gifted adolescents’ peer relationships, subjective wellbeing, gender, age, school, school grade, birth order, the number of siblings, parental education status, most favourite courses, and recreation activities. The study was constructed according to the relational screening model, which aimed to describe the relationship between two or more variables. The target population of the study was 5th, 6th, 7th and 8th grade secondary school students who had been diagnosed with giftedness and lived in İstanbul; whereas the sample of the study included a total number of 391 gifted students who were being educated at 5th, 6th, 7th and 8th degrees in Ataşehir Bilim ve Sanat Merkezi (155 students), Beşiktaş Bilim ve Sanat Merkezi (163 students), and Ford Otosan Primary School (73 students). During data collection, the “Peer Relations Instrument” was used in order to designate the peer relations, whereas the “Adolescent Subjective Wellbeing Inventory” was used for identifying the subjective wellbeing degrees. Furthermore, the “Personal Information Form”, which was prepared with the intent of achieving the demographic information of participants, was used in this study. The Pearson Product-Moment Correlation Coefficient was used for investigating the relationship between peer relations and adolescents’ subjective wellbeing. While examining the research variables in terms of demographic variables, the independent group t-test was used as parametric of dichotomous variable; whereas the one-way analysis of variance (ANOVA) technique was used to analyse three or more variables. In order to examine the results of variance analyse, the Scheffe test was applied to identify the source of the difference. The results of the study have shown that there is a significant relationship between gifted adolescents’ peer relationships and subjective wellbeing. According to the findings, the satisfaction of the peer relationship between gifted adolescents has a positive affect on positive-thinking tendency. When the demographic variables were analysed, it could be seen that female adolescents could get more satisfaction from their relationships and their lives, it they gave more emphasis on their peer relationships, or in case of attachment and self-disclosure. Concurrently, it has been observed that the first-born gifted adolescents can achieve more life satisfaction in contrast to other gifted adolescents.
This study was conducted with a purpose of investigating the relationship between gifted adolescents’ peer relationships and subjective wellbeing. In order to understand this relationship, we examined the variables of gifted adolescents’ peer relationships, subjective wellbeing, gender, age, school, school grade, birth order, the number of siblings, parental education status, most favourite courses, and recreation activities. The study was constructed according to the relational screening model, which aimed to describe the relationship between two or more variables. The target population of the study was 5th, 6th, 7th and 8th grade secondary school students who had been diagnosed with giftedness and lived in İstanbul; whereas the sample of the study included a total number of 391 gifted students who were being educated at 5th, 6th, 7th and 8th degrees in Ataşehir Bilim ve Sanat Merkezi (155 students), Beşiktaş Bilim ve Sanat Merkezi (163 students), and Ford Otosan Primary School (73 students). During data collection, the “Peer Relations Instrument” was used in order to designate the peer relations, whereas the “Adolescent Subjective Wellbeing Inventory” was used for identifying the subjective wellbeing degrees. Furthermore, the “Personal Information Form”, which was prepared with the intent of achieving the demographic information of participants, was used in this study. The Pearson Product-Moment Correlation Coefficient was used for investigating the relationship between peer relations and adolescents’ subjective wellbeing. While examining the research variables in terms of demographic variables, the independent group t-test was used as parametric of dichotomous variable; whereas the one-way analysis of variance (ANOVA) technique was used to analyse three or more variables. In order to examine the results of variance analyse, the Scheffe test was applied to identify the source of the difference. The results of the study have shown that there is a significant relationship between gifted adolescents’ peer relationships and subjective wellbeing. According to the findings, the satisfaction of the peer relationship between gifted adolescents has a positive affect on positive-thinking tendency. When the demographic variables were analysed, it could be seen that female adolescents could get more satisfaction from their relationships and their lives, it they gave more emphasis on their peer relationships, or in case of attachment and self-disclosure. Concurrently, it has been observed that the first-born gifted adolescents can achieve more life satisfaction in contrast to other gifted adolescents.