Ortaokul öğrencilerinin çocukluk deneyimleri ile sınav kaygısı arasındaki ilişkide akılcı olmayan inançların aracı rolü
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, 8.sınıf öğrencilerinin çocukluk deneyimleri ile sınav kaygısı arasındaki ilişkide akılcı olmayan inançların aracı rolünün etkisini araştırmaktır. Araştırmada ilişkisel tarama ve nedensel karşılaştırma deseninden faydalanılmıştır. Araştırma evrenini, 2021-2022 eğitim-öğretim yılı bahar döneminde Siirt İli merkez ilçe sınırları içerisindeki devlet ve özel ortaokullarında öğrenim gören, 8. sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini kolay ulaşılabilir örnekleme yöntemiyle seçilen 6 okuldan 225'i kadın öğrenci ile 208'i erkek olmak üzere 433 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak Çocukluk Deneyimleri Ölçeği (ÇDÖ), Akılcı Olmayan İnançlar (AOİ), Sınav Kaygısı Envanteri (SKE) ve araştırmacının hazırladığı "Kişisel Bilgi Formu" kullanılmıştır. Araştırmanın verileri AMOS 24.0 ve SPSS 25.0 ve SPSS PROCESS 3.5 Makro paket programları kullanılarak analiz edilmiştir. Analizlere geçmeden önce ölçeklerin doğrulayıcı faktör analizleri yapılmış ve kabul edilebilir uyum değerlerine sahip olduğu görülmüştür. Yapılan analizler sonucunda Çocukluk deneyimlerinin Sınav kaygısını yordamasında Akılcı olmayan inançların aracılık etkisinin anlamlı olduğunu sonucuna ulaşılmıştır. Araştırmanın sonuçlarına göre, Çocukluk Deneyimleri ve Alt boyutları (Tehdit edici, Boyun eğdirici, Değersizlik) ile Sınav Kaygısı ölçeği alt boyutları (Duyuşsallık, Kuruntu) ve Akılcı olmayan İnançlar arasında anlamlı ve pozitif ilişkili olduğu bulunmuştur. Kız öğrencilerin çocukluk deneyimleri puanları ile erkek öğrencilerin çocukluk deneyimleri puanları arasında anlamlı bir farklılık bulunmuştur. 8. Sınıf öğrencilerinin kardeş sayısına göre sınav kaygısı puanlarının anlamlı bir farklılık gösterdiği, iki kardeşi olan öğrencilerin bir kardeşi olan öğrencilere göre daha fazla sınav kaygısı puanına sahip olduğu tespit edilmiştir. Ayrıca 8. Sınıf öğrencilerinin Günlük Ders Çalışma Süresine göre sınav kaygısı puanları anlamlı bir farklılık olduğu ve en yüksek kaygıya sahip grupların 7 saat çalışan öğrenciler ile 1-2 saat çalışan öğrencilerin oluşturduğu tespit edilmiştir.
The main purpose of this research is to investigate the instrumental role of irrational beliefs in the relationship between the childhood experiences of 8th grade students and exam anxiety. Relational screening and causal comparison design were used in the study. The universe of the study consists of 8th grade students studying in public and private secondary schools in the central district of Siirt in the spring semester of the 2021–2022 academic year. The sample of the study consisted of 433 students, 225 of whom were female and 208 of whom were male, from 6 schools selected by the easily accessible sampling method. Childhood Experiences Scale (CES), Irrational Beliefs (IB), Anxiety Inventory (TAI) and "Demographic Information Form" prepared by the researcher were used as data collection tools in the research. The data of the research were analyzed using AMOS 24.0 and SPSS 25.0 and SPSS PROCESS 3.5 Macro package programs. Before the analysis, confirmatory factor analyzes of the scales were made and it was seen that they had acceptable fit values. As a result of the analyses, it was concluded that the instrumental effect of irrational beliefs was significant in the prediction of exam anxiety from childhood experiences. According to the results of the study, it was found that there was a significant and positive correlation between Childhood Experiences and Sub-dimensions (Threaty, Submissive, Unworthy) and Anxiety scale sub-dimensions (Affectiveness, Delusion) and Irrational Beliefs. A significant difference was found between the childhood experience scores of female students and the childhood experience scores of male students. It was determined that the test anxiety scores of 8th grade students showed a significant difference according to the number of siblings, and students with two siblings had more test anxiety scores than students with one sibling. In addition, it was determined that there was a significant difference in the test anxiety scores of the 8th grade students according to the Daily Study Time, and the groups with the highest anxiety were the students who worked for 7 hours and the students who worked for 1-2 hours.
The main purpose of this research is to investigate the instrumental role of irrational beliefs in the relationship between the childhood experiences of 8th grade students and exam anxiety. Relational screening and causal comparison design were used in the study. The universe of the study consists of 8th grade students studying in public and private secondary schools in the central district of Siirt in the spring semester of the 2021–2022 academic year. The sample of the study consisted of 433 students, 225 of whom were female and 208 of whom were male, from 6 schools selected by the easily accessible sampling method. Childhood Experiences Scale (CES), Irrational Beliefs (IB), Anxiety Inventory (TAI) and "Demographic Information Form" prepared by the researcher were used as data collection tools in the research. The data of the research were analyzed using AMOS 24.0 and SPSS 25.0 and SPSS PROCESS 3.5 Macro package programs. Before the analysis, confirmatory factor analyzes of the scales were made and it was seen that they had acceptable fit values. As a result of the analyses, it was concluded that the instrumental effect of irrational beliefs was significant in the prediction of exam anxiety from childhood experiences. According to the results of the study, it was found that there was a significant and positive correlation between Childhood Experiences and Sub-dimensions (Threaty, Submissive, Unworthy) and Anxiety scale sub-dimensions (Affectiveness, Delusion) and Irrational Beliefs. A significant difference was found between the childhood experience scores of female students and the childhood experience scores of male students. It was determined that the test anxiety scores of 8th grade students showed a significant difference according to the number of siblings, and students with two siblings had more test anxiety scores than students with one sibling. In addition, it was determined that there was a significant difference in the test anxiety scores of the 8th grade students according to the Daily Study Time, and the groups with the highest anxiety were the students who worked for 7 hours and the students who worked for 1-2 hours.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
