The aim of this study is to examine whether the purpose of the Engineering Model Eliciting Activities (EngMEAs) are to be used as a tool to bridge engineering and school mathematics in the transition to STEM education. To this end, researchers have developed "Traffic Lights Problem", which has an interdisciplinary nature, working with mathematics teacher. This problem was applied to two groups of 3 and 4 students studying in the 7th grade in a city center in the eastern region of Turkey in the 2017-2018 academic year. In the process of solving the problem, the students used mathematics, science, technology and engineering knowledge in an integrated structure and introduced their own mathematical and scientific ideas and supported these ideas with in-group discussions and presented different models (products). The models of the students were different from each other because of students’ first exposure to such a process, different way of thoughts in the groups and inherent complexity of the modelling problems. In the light of the findings, it was concluded that the traffic lights modeling problem had an interdisciplinary nature, and this problem may have an important function for STEM education.
{"title":"Products From Building an Engineering Model for Stem Education Activity","authors":"Yunus Güder, R. Gürbüz","doi":"10.14812/cufej.1027721","DOIUrl":"https://doi.org/10.14812/cufej.1027721","url":null,"abstract":"The aim of this study is to examine whether the purpose of the Engineering Model Eliciting Activities (EngMEAs) are to be used as a tool to bridge engineering and school mathematics in the transition to STEM education. To this end, researchers have developed \"Traffic Lights Problem\", which has an interdisciplinary nature, working with mathematics teacher. This problem was applied to two groups of 3 and 4 students studying in the 7th grade in a city center in the eastern region of Turkey in the 2017-2018 academic year. In the process of solving the problem, the students used mathematics, science, technology and engineering knowledge in an integrated structure and introduced their own mathematical and scientific ideas and supported these ideas with in-group discussions and presented different models (products). The models of the students were different from each other because of students’ first exposure to such a process, different way of thoughts in the groups and inherent complexity of the modelling problems. In the light of the findings, it was concluded that the traffic lights modeling problem had an interdisciplinary nature, and this problem may have an important function for STEM education.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46663965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing skill, which includes many factors and complex processes, is the linguistic skill that receives the lowest amount of support in the out-of-school social context among learning areas. Therefore, practices conducted at schools for the development of writing skills are significant. Such practices are aimed toward students gaining awareness of the functioning of the language system and producing texts that are compatible with discourse features developed in line with communicative purposes. Therefore, theories and approaches that describe how to make choices that match specific text types are an important component of writing education. This study aims to determine the appearance of the units in memoir-type texts that allow tracking the coherence relations on the text surface with the establishment of rhetorical relations between sections of text using the tools of the rhetorical structure theory and review and discuss at an academic level why these tools should be taken into account in the processes of writing education.
{"title":"Rhetorical Structure Appearances in Memoir-Type Text","authors":"Çağrı Kaygisiz, Nermin Yazici","doi":"10.14812/cufej.1077758","DOIUrl":"https://doi.org/10.14812/cufej.1077758","url":null,"abstract":"Writing skill, which includes many factors and complex processes, is the linguistic skill that receives the lowest amount of support in the out-of-school social context among learning areas. Therefore, practices conducted at schools for the development of writing skills are significant. Such practices are aimed toward students gaining awareness of the functioning of the language system and producing texts that are compatible with discourse features developed in line with communicative purposes. Therefore, theories and approaches that describe how to make choices that match specific text types are an important component of writing education. This study aims to determine the appearance of the units in memoir-type texts that allow tracking the coherence relations on the text surface with the establishment of rhetorical relations between sections of text using the tools of the rhetorical structure theory and review and discuss at an academic level why these tools should be taken into account in the processes of writing education.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41820961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative learning environments such as “knowledge building community” and “online learning community” have gained importance with the inclusion of new technologies in the education process. In order to provide active participation expected in these learning environments, scaffolds such as sentence openers and role assignments are used in order to support, guide and enrich students' knowledge building processes. In this study, it is aimed to examine the pre-service teachers' opinions about online collaborative knowledge building process and the scaffolds used in this process. Seventy-seven pre-service teachers participating in the study participated in the knowledge building process in four different groups, using different scaffolds and no scaffolds. In this process, students were asked to complete the knowledge building questionnaire consisting of 12 questions of five likert types and a semi-structured interview form consisting of 10 questions reflecting their own experiences. Qualitative research method was used in the research and the data were analyzed by content analysis. In addition, some descriptive statistics such as percentage frequency are included. It was observed that the opinions of the students about their experiences in the collaborative knowledge building process were mostly positive. The students mostly stated that “it is important to determine our goals and to plan our progress”. The students defined their contributions in the knowledge building process as the most “providing diversity of opinions”. In addition, the scaffolds used by pre-service teachers in the online collaborative knowledge building process and their reflections on the better quality knowledge building process were included and interpreted in the context of technology-supported education.
{"title":"Students’ Reflections on Knowledge Building Process and Scaffolding","authors":"Ümmühan Avcı","doi":"10.14812/cufej.855455","DOIUrl":"https://doi.org/10.14812/cufej.855455","url":null,"abstract":"Collaborative learning environments such as “knowledge building community” and “online learning community” have gained importance with the inclusion of new technologies in the education process. In order to provide active participation expected in these learning environments, scaffolds such as sentence openers and role assignments are used in order to support, guide and enrich students' knowledge building processes. In this study, it is aimed to examine the pre-service teachers' opinions about online collaborative knowledge building process and the scaffolds used in this process. Seventy-seven pre-service teachers participating in the study participated in the knowledge building process in four different groups, using different scaffolds and no scaffolds. In this process, students were asked to complete the knowledge building questionnaire consisting of 12 questions of five likert types and a semi-structured interview form consisting of 10 questions reflecting their own experiences. Qualitative research method was used in the research and the data were analyzed by content analysis. In addition, some descriptive statistics such as percentage frequency are included. It was observed that the opinions of the students about their experiences in the collaborative knowledge building process were mostly positive. The students mostly stated that “it is important to determine our goals and to plan our progress”. The students defined their contributions in the knowledge building process as the most “providing diversity of opinions”. In addition, the scaffolds used by pre-service teachers in the online collaborative knowledge building process and their reflections on the better quality knowledge building process were included and interpreted in the context of technology-supported education.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43667307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Responsive classroom management can be achieved by the harmonious combination of many variables such as teacher and child characteristics. One of these variables is the professional experience of teachers. Professional experience affects teachers' practices, expectations and attitudes regarding children. Accordingly, the present study aimed to identify responsive classroom management practices within the context of pre-school teachers' professional experiences. The research sample consisted of 60 preschool teachers. The teachers' knowledge about responsive classroom management practices was identified in writing with the help of a questionnaire made up of open-ended and multiple-choice questions created by the researchers. In the study, which was designed as a case study, inductive and descriptive analyses were used to analyze the data. The results of the study revealed that both experienced teachers and novice teachers performed similar practices in areas such as the emotional climate of the classroom, classroom rules and instructional support. In addition, it was found that there were differences in the approaches of the novice teachers and experienced teachers regarding the noisy classroom as well as in the way they defined and intervened problematic behaviors.
{"title":"Responsive Classroom Management Practices in the Context of Preschool Teachers’ Professional Experiences","authors":"Şeymanur Battal, B. Akman","doi":"10.14812/cufej.1135750","DOIUrl":"https://doi.org/10.14812/cufej.1135750","url":null,"abstract":"Responsive classroom management can be achieved by the harmonious combination of many variables such as teacher and child characteristics. One of these variables is the professional experience of teachers. Professional experience affects teachers' practices, expectations and attitudes regarding children. Accordingly, the present study aimed to identify responsive classroom management practices within the context of pre-school teachers' professional experiences. The research sample consisted of 60 preschool teachers. The teachers' knowledge about responsive classroom management practices was identified in writing with the help of a questionnaire made up of open-ended and multiple-choice questions created by the researchers. In the study, which was designed as a case study, inductive and descriptive analyses were used to analyze the data. The results of the study revealed that both experienced teachers and novice teachers performed similar practices in areas such as the emotional climate of the classroom, classroom rules and instructional support. In addition, it was found that there were differences in the approaches of the novice teachers and experienced teachers regarding the noisy classroom as well as in the way they defined and intervened problematic behaviors.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46426571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to determine which variables to be focused on by viewing the relationship between the variables of distance education to increase perceived learning satisfaction. The results of this study were obtained with the measurement model established with the data collected from 5574 state university students in Turkey. Within this context, it is thought to contribute to the literature. Another unique point in this study is; for the reliability of the results, it was expected that the deficiencies of the distance education infrastructure in universities would be eliminated during the pandemic process, and it was made with the help of a questionnaire applied to university students who received distance education after the improved infrastructure services. The structural equation model used by many disciplines was applied to investigate the significance of the relationship between the variables. As a result of the method applied, it was determined that there was a significant relationship between the technology, materials, support services, measurement and evaluation factors and the perception of distance learning satisfaction of the students. In addition, a significant relationship was found between the material and technology variables and the support services variable. No significant relationship was found between support services and measurement and evaluation variables. There was also no significant relationship in the model in which support services were established as a mediator variable. In this study, distance education policies on distance education services have been proposed, considering the relationships between the model established and the variables.
{"title":"Factors Affecting Perceived Learning Satisfaction in Distance Education in Turkey","authors":"Hakan Eygü, Seda Eygü","doi":"10.14812/cufej.1177360","DOIUrl":"https://doi.org/10.14812/cufej.1177360","url":null,"abstract":"The study aims to determine which variables to be focused on by viewing the relationship between the variables of distance education to increase perceived learning satisfaction. The results of this study were obtained with the measurement model established with the data collected from 5574 state university students in Turkey. Within this context, it is thought to contribute to the literature. Another unique point in this study is; for the reliability of the results, it was expected that the deficiencies of the distance education infrastructure in universities would be eliminated during the pandemic process, and it was made with the help of a questionnaire applied to university students who received distance education after the improved infrastructure services. The structural equation model used by many disciplines was applied to investigate the significance of the relationship between the variables. As a result of the method applied, it was determined that there was a significant relationship between the technology, materials, support services, measurement and evaluation factors and the perception of distance learning satisfaction of the students. In addition, a significant relationship was found between the material and technology variables and the support services variable. No significant relationship was found between support services and measurement and evaluation variables. There was also no significant relationship in the model in which support services were established as a mediator variable. In this study, distance education policies on distance education services have been proposed, considering the relationships between the model established and the variables.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44230988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study primarily aims to evaluate preschool teachers' early literacy proficiency and in-class literacy practices based on child outputs. The study comprises 29 preschool teachers working in Gaziantep and 235 students continuing their education in these teachers' classes. The 'Teacher Interview Form' was used in the study to collect information regarding teachers' early literacy proficiency and in-class literacy practices, while the 'Early Literacy Test (EROT)' was used to assess children's early literacy skills. All of the teacher interviews and EROT applications were conducted individually in a designated room or classroom at their own school. The data obtained from the study were calculated and analyzed by the Mann-Whitney U test and Kruskal Wallis H test. The findings revealed that there was no significant difference between the teacher's early literacy proficiency and the children's early literacy subtest scores, that there was a significant difference between the in-class literacy practices and children's receptive and expressive language vocabulary subtest scores, and there was no significant difference between the children's phonological awareness subtest scores and listening comprehension skills.
{"title":"Evaluation of Teachers' Early Literacy Proficiency and In-Class Literacy Practices Based on Child Outputs","authors":"Hilal Gengeç, Birkan Güldenoğlu, T. Kargin","doi":"10.14812/cufej.1072237","DOIUrl":"https://doi.org/10.14812/cufej.1072237","url":null,"abstract":"This study primarily aims to evaluate preschool teachers' early literacy proficiency and in-class literacy practices based on child outputs. The study comprises 29 preschool teachers working in Gaziantep and 235 students continuing their education in these teachers' classes. The 'Teacher Interview Form' was used in the study to collect information regarding teachers' early literacy proficiency and in-class literacy practices, while the 'Early Literacy Test (EROT)' was used to assess children's early literacy skills. All of the teacher interviews and EROT applications were conducted individually in a designated room or classroom at their own school. The data obtained from the study were calculated and analyzed by the Mann-Whitney U test and Kruskal Wallis H test. The findings revealed that there was no significant difference between the teacher's early literacy proficiency and the children's early literacy subtest scores, that there was a significant difference between the in-class literacy practices and children's receptive and expressive language vocabulary subtest scores, and there was no significant difference between the children's phonological awareness subtest scores and listening comprehension skills.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45444382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to examine the resilience of adolescents according to their exposure to cyberbullying, gender, grade level, parental education level, school type and time spent on social media. Participants consisted of 1040 high school students between the ages of 14-19. Data were collected using the APRS, CVS and PIF, and analyzed with the two-factor ANOVA technique. Data analysis shows that the resilience of the adolescents not exposed to cyberbullying was found to be higher than the adolescents exposed to cyberbullying. It is seen that the resilience of girls is higher than that of boys. It is observed that the resilience of the students decreases as the time they spend daily on social media increases. In addition, it is seen that the education level of the mother had a significant effect on the resilience of the students. It is determined that the variables of father's education level, high school type and grade level do not differ significantly on the resilience of the students. It is found that the joint effect of exposure to cyberbullying and mother's education level has a significant effect on resilience, while the interactions of other variables do not have a significant effect on resilience.
{"title":"Investigation of Resilience in According Exposure to Cyberbullying in Adolescents","authors":"Gökhan Güçlü, Sabahattin Çam","doi":"10.14812/cufej.1058071","DOIUrl":"https://doi.org/10.14812/cufej.1058071","url":null,"abstract":"This research aims to examine the resilience of adolescents according to their exposure to cyberbullying, gender, grade level, parental education level, school type and time spent on social media. Participants consisted of 1040 high school students between the ages of 14-19. Data were collected using the APRS, CVS and PIF, and analyzed with the two-factor ANOVA technique. Data analysis shows that the resilience of the adolescents not exposed to cyberbullying was found to be higher than the adolescents exposed to cyberbullying. It is seen that the resilience of girls is higher than that of boys. It is observed that the resilience of the students decreases as the time they spend daily on social media increases. In addition, it is seen that the education level of the mother had a significant effect on the resilience of the students. It is determined that the variables of father's education level, high school type and grade level do not differ significantly on the resilience of the students. It is found that the joint effect of exposure to cyberbullying and mother's education level has a significant effect on resilience, while the interactions of other variables do not have a significant effect on resilience.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46659824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu çalışmanın amacı Toma (2021) tarafından geliştirilen fen maliyet algısı ölçeğinin Türkçeye uyarlama çalışmasını yaparak psikometrik özelliklerini belirlemektir. Bu kapsamda çalışmada bir çeviri ekibi oluşturulmuş, çeviri - geri çeviri işlemleri yürütülmüş, ölçeğin son hâli verilerek geçerlik ve güvenirlik analizleri yapılmıştır. İlgili ölçek Konya ilinde öğrenim görmekte olan ilkokul 4.sınıf öğrencilerine uygulanmış ardından normallik testleri yapılmıştır. Ölçeğe ait model doğrulayıcı faktör analizi ile test edilmiş ve ölçeğin iki faktörlü bir yapıda olduğu görülmüştür. Modele ait değerlerin kabul edilebilir uyuma sahip olduğu görülmüştür. Ayrıca ölçeğin geçerlik ve güvenirlik analizleri Cronbach alfa, bileşik güvenirlik ve ortalama varyans değeri dikkate alınarak hesaplanmıştır. İnceleme sonucunda ölçeğin, ilkokul düzeyinde fen öğrenmeye yönelik maliyet algısını hesaplamak için kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğuna karar verilmiştir.
{"title":"İlkokul Öğrencileri İçin Fen Maliyet Algısı Ölçeğinin Türkçeye Uyarlama Çalışması","authors":"Seher Esen, Menşure Alkış Küçükaydın","doi":"10.14812/cuefd.1040499","DOIUrl":"https://doi.org/10.14812/cuefd.1040499","url":null,"abstract":"Bu çalışmanın amacı Toma (2021) tarafından geliştirilen fen maliyet algısı ölçeğinin Türkçeye uyarlama çalışmasını yaparak psikometrik özelliklerini belirlemektir. Bu kapsamda çalışmada bir çeviri ekibi oluşturulmuş, çeviri - geri çeviri işlemleri yürütülmüş, ölçeğin son hâli verilerek geçerlik ve güvenirlik analizleri yapılmıştır. İlgili ölçek Konya ilinde öğrenim görmekte olan ilkokul 4.sınıf öğrencilerine uygulanmış ardından normallik testleri yapılmıştır. Ölçeğe ait model doğrulayıcı faktör analizi ile test edilmiş ve ölçeğin iki faktörlü bir yapıda olduğu görülmüştür. Modele ait değerlerin kabul edilebilir uyuma sahip olduğu görülmüştür. Ayrıca ölçeğin geçerlik ve güvenirlik analizleri Cronbach alfa, bileşik güvenirlik ve ortalama varyans değeri dikkate alınarak hesaplanmıştır. İnceleme sonucunda ölçeğin, ilkokul düzeyinde fen öğrenmeye yönelik maliyet algısını hesaplamak için kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğuna karar verilmiştir.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48438271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the research, the knowledge structures (mental model) of the students regarding rotation, revolution, daily and annual movements of the world were analyzed. The research was designed according to the mixed method model in which qualitative and quantitative research methods are used together in data collection process. The research was conducted with the participation of seventy-five fourth grade students. Criterion sampling, one of the purposeful sampling methods, was used in determining the participants. Research data were obtained from knowledge structures test and interview form. Chi-Square Goodness-of-Fit Test, percentage and frequency were used in the analysis of the quantitative data obtained from the knowledge structures test, and the descriptive analysis method was used in the analysis of the verbal data obtained from the interview form. As a result of the research; students gave answers that showed cognitive inconsistency to different questions about the rotation, revolution, daily and annual movements of the Earth. These findings show that the knowledge structures of the majority of the students participating in the study are in accordance with the knowledge in pieces structure theory.
{"title":"İlkokul Öğrencilerinin Dünya’nın Hareketlerine Yönelik Bilgi Yapılarının Kavramsal Değişim Teorilerine göre Analizi","authors":"M. Kandemir, Zeki Apaydın","doi":"10.14812/cuefd.934087","DOIUrl":"https://doi.org/10.14812/cuefd.934087","url":null,"abstract":"In the research, the knowledge structures (mental model) of the students regarding rotation, revolution, daily and annual movements of the world were analyzed. The research was designed according to the mixed method model in which qualitative and quantitative research methods are used together in data collection process. The research was conducted with the participation of seventy-five fourth grade students. Criterion sampling, one of the purposeful sampling methods, was used in determining the participants. Research data were obtained from knowledge structures test and interview form. Chi-Square Goodness-of-Fit Test, percentage and frequency were used in the analysis of the quantitative data obtained from the knowledge structures test, and the descriptive analysis method was used in the analysis of the verbal data obtained from the interview form. As a result of the research; students gave answers that showed cognitive inconsistency to different questions about the rotation, revolution, daily and annual movements of the Earth. These findings show that the knowledge structures of the majority of the students participating in the study are in accordance with the knowledge in pieces structure theory.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45802631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu araştırmanın amacı ergenlerde bağlanma stilleri ve akran baskısının risk alma davranışı üzerindeki etkisinin incelenmesidir. Araştırma betimsel araştırma yöntemlerinden tarama modeli kapsamında yürütülmüştür. Araştırmanın evreni İstanbul’da lisede okuyan öğrencilerdir. Evrendeki öğrencilerden seçkisiz örnekleme yönteminden basit seçkisiz örneklemeyle seçilen 340 öğrenci araştırmanın örneklemini oluşturmaktadır. Bu öğrencilerin 191’i kız ( % 56.2) 149’su erkektir (% 43.8). Araştırmada İlişki Ölçeği, Akran Baskısı Ölçeği ve Risk Alma Davranışı Ölçeği kullanılmıştır. Araştırmada bağlanma stilleri, akran baskısı ve risk alma davranışları puanları arasındaki ilişkiyi ölçmek için Pearson Momentler Çarpımı Korelasyon katsayısı kullanılmıştır. Daha sonra aralarında ilişki bulunan değişkenlere Hiyerarşik Regresyon analizi uygulanmıştır. Yapılan analiz sonucunda ilk adımda akran baskısı, risk alma davranışının tek başına %16’sını açıklarken ikinci adımda bağlanma stillerinden güvenli bağlanma stili %3’ünü ve üçüncü adımda bağlanma stillerinden saplantılı bağlanma stili ise %2’sini açıklamaktadır. Araştırma bulguları doğrultusunda risk alma davranışını akran baskısı değişkeninin diğer değişkenlere göre daha fazla açıkladığı görülmektedir.
{"title":"Ergenlik Döneminde Risk Alma Davranışının Yordayıcıları Olarak Akran Baskısı ve Bağlanma Stillerinin İncelenmesi","authors":"A. Satan, Kübra Kaplaner","doi":"10.14812/cuefd.934701","DOIUrl":"https://doi.org/10.14812/cuefd.934701","url":null,"abstract":"Bu araştırmanın amacı ergenlerde bağlanma stilleri ve akran baskısının risk alma davranışı üzerindeki etkisinin incelenmesidir. Araştırma betimsel araştırma yöntemlerinden tarama modeli kapsamında yürütülmüştür. Araştırmanın evreni İstanbul’da lisede okuyan öğrencilerdir. Evrendeki öğrencilerden seçkisiz örnekleme yönteminden basit seçkisiz örneklemeyle seçilen 340 öğrenci araştırmanın örneklemini oluşturmaktadır. Bu öğrencilerin 191’i kız ( % 56.2) 149’su erkektir (% 43.8). Araştırmada İlişki Ölçeği, Akran Baskısı Ölçeği ve Risk Alma Davranışı Ölçeği kullanılmıştır. Araştırmada bağlanma stilleri, akran baskısı ve risk alma davranışları puanları arasındaki ilişkiyi ölçmek için Pearson Momentler Çarpımı Korelasyon katsayısı kullanılmıştır. Daha sonra aralarında ilişki bulunan değişkenlere Hiyerarşik Regresyon analizi uygulanmıştır. Yapılan analiz sonucunda ilk adımda akran baskısı, risk alma davranışının tek başına %16’sını açıklarken ikinci adımda bağlanma stillerinden güvenli bağlanma stili %3’ünü ve üçüncü adımda bağlanma stillerinden saplantılı bağlanma stili ise %2’sini açıklamaktadır. Araştırma bulguları doğrultusunda risk alma davranışını akran baskısı değişkeninin diğer değişkenlere göre daha fazla açıkladığı görülmektedir.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45645631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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