Publication: Ortaokul öğrencilerinin bağlanma stilleri ve davranış problemlerinin aile işlevleri açısından incelenmesi
Abstract
Bu araştırmada, 6, 7 ve 8. sınıfta öğrenim görmekte olan ortaokul öğrencilerinin bağlanma stilleri ve davranış problemlerine, aile işlevi değişkeninin etkisinin olup olmadığı belirlenmek istenmiştir. Aile işlevinin sağlıklı veya sağlıksız olmasının ortaokul öğrencilerinin bağlanma stilleri ve davranış problemleri üzerinde anlamlı bir fark yaratıp yaratmadığı belirlenmek istenmiştir. Araştırma, nicel araştırma desenlerinden biri olan ilişkisel tarama modeline dayalı olarak yürütülmüştür. Araştırmada aile işlevleri değişkeni araştırmanın bağımsız değişkeni iken; bağlanma stilleri ve davranış problemleri araştırmanın bağımlı değişkenleri olmuştur. Bu araştırmanın evrenini, İstanbul ili Küçükçekmece ilçesindeki ortaokulların 6, 7 ve 8. sınıflarında öğrenim görmekte olan 12 ile 14 yaş aralığındaki öğrencileri oluşturmuştur. Araştırmanın örneklemini ise, 2022-2023 eğitim öğretim yılında İstanbul ili Küçükçekmece ilçesindeki ortaokullardan seçilen 6, 7 ve 8.sınıflarda öğrenim görmekte olan 12 ile 14 yaş aralığındaki öğrenciler oluşturmuştur. Araştırmada katılımcılara 4 farklı ölçek yüz yüze uygulanmıştır. Katılımcıların, sosyo-demografik bilgilerini öğrenebilmek için “Kişisel Bilgi Formu” ndan, aile işlevlerini değerlendirebilmek için “Aile Değerlendirme Ölçeği” nden, davranış sorunlarını ölçebilmek için “Güçler ve Güçlükler Anketi” nden, bağlanma stillerini belirleyebilmek için “İlişki Ölçekleri Anketi – Ergen Formu” ndan yararlanılmıştır. Aile işlevlerinin, bağlanma stilleri ve davranış problemlerinde yordayıcı olup olmadığını belirlemek amacıyla Basit Doğrusal Regresyon Analizi; ortaokul öğrencilerinin bağlanma stillerinin ve davranış problemlerinin cinsiyete göre anlamlı farklılık gösterip göstermediğini belirlemek amacıyla Bağımsız Gruplar t Testi; ortaokul öğrencilerinin bağlanma stillerinin ve davranış problemlerinin anne-baba eğitim düzeyine, aile gelir düzeyine ve kardeş sayısına göre anlamlı farklılık gösterip göstermediğini belirlemek amacıyla Tek Yönlü Varyans Analizi (ANOVA) kullanışmıştır. Araştırma sonucunda; aile işlevlerininden yüksek puan alan öğrencilerin güvenli bağlanma stiline sahip oldukları ve sağlıklı aile işlevleri olan evde yaşayan öğrencilerin ise daha az davranış problemleri gösterdiği görülmüştür. Aile işlevleri değişkeninin bağlanma stilleri ve davranış problemlerinde yordayıcı olduğu sonucuna varılmıştır. Aile işlevleri, bağlanma stilleri ve davranış problemleri değişkenleri demografik değişkenler açısından incelendiğinde; cinsiyet değişkenine göre saplantılı bağlanma stilinin ve davranış problemlerinin kızların lehine anlamlı farklılık gösterdiği; anne babanın eğitim düzeyi artıkça öğrencilerin davranış problemlerinin azaldığı; ailenin gelir düzeyi artıkça öğrencilerin güvenli bağlanma stilinin artığı ve davranış problemlerinin azaldığı; ailedeki kardeş sayısı azaldıkça öğrencilerin davranış problemlerinin azaldığı sonucuna varılmıştır.
In this study, it was aimed to determine whether the family function variable has an effect on the attachment styles and behavioral problems of secondary school students in the 6th, 7th and 8th grades. It was aimed to determine whether healthy or unhealthy family function makes a significant difference on the attachment styles and behavioral problems of secondary school students. The research was conducted based on the relational survey model, which is one of the quantitative research designs. In the study, while the family functions variable was the independent variable of the research; attachment styles and behavioral problems were the dependent variables of the study. The population of this research consists of students between the ages of 12 and 14 who are studying in the 6th, 7th and 8th grades of secondary schools in the Küçükçekmece district of Istanbul. The sample of the research consisted of students between the ages of 12 and 14, studying in the 6th, 7th and 8th grades, selected from secondary schools in the Küçükçekmece district of Istanbul in the 2022-2023 academic year. In the study, 4 different scales were administered to the participants face to face. The Personal Information Form was used to learn the socio-demographic information of the participants, the Family Evaluation Scale was used to evaluate family functions, the Strengths and Difficulties Survey was used to measure behavioral problems, and the Relationship Scales Survey - Adolescent Form was used to determine attachment styles. was used. Simple Linear Regression Analysis to determine whether family functions are predictive of attachment styles and behavioral problems; Independent Groups t Test was used to determine whether secondary school students' attachment styles and behavioral problems differ significantly according to gender; One-Way Analysis of Variance (ANOVA) was used to determine whether secondary school students' attachment styles and behavioral problems differ significantly according to their parents' education level, family income level and number of siblings. As a result of the research; It was observed that students who scored high on family functions had a secure attachment style, and students who lived at home with healthy family functions showed fewer behavioral problems. It was concluded that the family functions variable is a predictor of attachment styles and behavioral problems. When family functions, attachment styles and behavioral problems variables are examined in terms of demographic variables; According to the gender variable, preoccupied attachment style and behavioral problems differ significantly in favor of girls; As the education level of the parents increases, students' behavioral problems decrease; As the income level of the family increases, students' secure attachment style increases and behavioral problems decrease; It was concluded that as the number of siblings in the family decreases, students' behavioral problems decrease.
In this study, it was aimed to determine whether the family function variable has an effect on the attachment styles and behavioral problems of secondary school students in the 6th, 7th and 8th grades. It was aimed to determine whether healthy or unhealthy family function makes a significant difference on the attachment styles and behavioral problems of secondary school students. The research was conducted based on the relational survey model, which is one of the quantitative research designs. In the study, while the family functions variable was the independent variable of the research; attachment styles and behavioral problems were the dependent variables of the study. The population of this research consists of students between the ages of 12 and 14 who are studying in the 6th, 7th and 8th grades of secondary schools in the Küçükçekmece district of Istanbul. The sample of the research consisted of students between the ages of 12 and 14, studying in the 6th, 7th and 8th grades, selected from secondary schools in the Küçükçekmece district of Istanbul in the 2022-2023 academic year. In the study, 4 different scales were administered to the participants face to face. The Personal Information Form was used to learn the socio-demographic information of the participants, the Family Evaluation Scale was used to evaluate family functions, the Strengths and Difficulties Survey was used to measure behavioral problems, and the Relationship Scales Survey - Adolescent Form was used to determine attachment styles. was used. Simple Linear Regression Analysis to determine whether family functions are predictive of attachment styles and behavioral problems; Independent Groups t Test was used to determine whether secondary school students' attachment styles and behavioral problems differ significantly according to gender; One-Way Analysis of Variance (ANOVA) was used to determine whether secondary school students' attachment styles and behavioral problems differ significantly according to their parents' education level, family income level and number of siblings. As a result of the research; It was observed that students who scored high on family functions had a secure attachment style, and students who lived at home with healthy family functions showed fewer behavioral problems. It was concluded that the family functions variable is a predictor of attachment styles and behavioral problems. When family functions, attachment styles and behavioral problems variables are examined in terms of demographic variables; According to the gender variable, preoccupied attachment style and behavioral problems differ significantly in favor of girls; As the education level of the parents increases, students' behavioral problems decrease; As the income level of the family increases, students' secure attachment style increases and behavioral problems decrease; It was concluded that as the number of siblings in the family decreases, students' behavioral problems decrease.