Ergenlerde okul odaklı öznel iyi oluş ile davranışsal ve duyuşsal problemler arasındaki ilişki
Küçük Resim Yok
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İstanbul Beykent Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma Ergenlerin Okul Odaklı Öznel İyi Oluş ile Davranışsal ve Duyuşsal Problemler Arasındaki İlişkiyi incelemek amacı ile gerçekleştirilmiştir. Araştırmaya 2015-2016 eğitim öğretim yılında Elazığ il merkezindeki örtaöğretim kurumlarında okuyan 9-10-11-12. sınıf öğrencileri arasından rastlantısal olarak seçilen 600 genç katılmıştır. Çalışmada veri toplamak amacıyla "Kısa Semptom Envanteri", "Riskli Davranış Ölçeği" ve "Öğrenci Öznel İyi Oluş Ölçeği" kullanılmıştır. Verilerin analizinde SPSS 20.0 paket programı kullanılmıştır. Yapılan analizler sonucunda araştırmaya katılan öğrencilerin öznel iyi oluş düzeyi alt ölçeklere göre şu şekildedir; eğitim amaçlı alt ölçeğinde; okul türü, okula bağlılık alt ölçeğinde; okul türü, akademik yeterlilik alt ölçeğinde; cinsiyet ve tercih edilen okul türünde okuma ve öğrenmeden zevk alma alt ölçeğinde; okul türü ve yaş değişkenleri açısından anlamlı bir fark saptanmıştır. Cinsiyet, sınıf, tercih edilen okul türünde okuma, akademik başarı düzeyi ve ana-baba tutumu değişkenleri ile öğrenci öznel iyi oluş alt ölçekleri arasında ise istatistiksel açıdan anlamlı olduğu bulunmuştur. Riskli davranışlar ölçeğine göre; cinsiyet, ana-baba tutumu ve akademik başarı değişkenleri arasında istatistiksel açıdan anlamlı bir ilişki olduğu saptanmıştır Buna ek olarak Kısa semptom envanteri alt boyutları ile okul türü, cinsiyet, yaş, sınıf, tercih edilen okul türünde okuma, kalınan yer ve ailenin gelir durumu arasında anlamlı bir ilişki olduğu görülmüştür. Anahtar Kelimeler : Ergen, Öznel İyi Oluş, Davranış, Duyuş
This study was conducted to examine the relation between school-based subjective well-being and behavioral and affective problems of teenagers. The study was carried out on 600 randomly chosen teenagers who consisted of 9th,10th,11th and 12th-grade students in the city center of Elazığ in 2015-2016 educational period. In order to collect the data in the study, "Short Symptom Inventory", "Risky Behavior Scale" and "Student Subjective Well-being Scale" were employed. In the analysis of the data, SPSS 20.0 packaged software was used. According to the results of the analysis conducted, the subjective well-being of the students in compliance with the subscale demonstrated a meaningful difference in the subscales adressing education and school. Gender and satisfaction of being educated in the preferred school types also demonstrated statistically significant difference. It was also determined that the subscales of gender, class, being educated in the preferred school type, academic success rate and parent behavior variables with students' subjective well-being subscale demonstrated a statistically meaningful correlation. In regard to the risky behavior scale; a statistically meaningful difference was determined between gender, parent behavior and academic success. Moreover, it was discovered that short symptom inventory sub-dimension and school type, gender, age, class, being educated in the preferred school, place of residence and family's income had a meaningful relationship in between. Key Words : Adolescent, Subjective Wellbeing, Behavioral, Emotional
This study was conducted to examine the relation between school-based subjective well-being and behavioral and affective problems of teenagers. The study was carried out on 600 randomly chosen teenagers who consisted of 9th,10th,11th and 12th-grade students in the city center of Elazığ in 2015-2016 educational period. In order to collect the data in the study, "Short Symptom Inventory", "Risky Behavior Scale" and "Student Subjective Well-being Scale" were employed. In the analysis of the data, SPSS 20.0 packaged software was used. According to the results of the analysis conducted, the subjective well-being of the students in compliance with the subscale demonstrated a meaningful difference in the subscales adressing education and school. Gender and satisfaction of being educated in the preferred school types also demonstrated statistically significant difference. It was also determined that the subscales of gender, class, being educated in the preferred school type, academic success rate and parent behavior variables with students' subjective well-being subscale demonstrated a statistically meaningful correlation. In regard to the risky behavior scale; a statistically meaningful difference was determined between gender, parent behavior and academic success. Moreover, it was discovered that short symptom inventory sub-dimension and school type, gender, age, class, being educated in the preferred school, place of residence and family's income had a meaningful relationship in between. Key Words : Adolescent, Subjective Wellbeing, Behavioral, Emotional
Açıklama
Anahtar Kelimeler
Psikoloji, Psychology
