Ortaokul öğrencilerinde sosyal sorun çözme becerilerinin değerlendirilmesi: Araç-amaç sorun çözme prosedürü Türkçe uyarlaması

Yıl 2024, Cilt: 14 Sayı: 1, 138 - 151, 08.03.2024

Gökhan Arslantürk Dinçkan Harput

https://doi.org/10.48146/odusobiad.1260612

Öz

Kişilerarası sorunların başarıyla çözümü, insan hayatını ve sosyal ilişkilerini etkileyen önemli bir beceridir. Erken yaşlardan itibaren toplumsallaşma sürecinde gelişen bu beceride sorunun nasıl ele alındığı, çözüme ulaşmayı engelleyen etkenlerin tanınması ve çözüm seçeneklerinin oluşturulması, amaca giden doğru eylemin yerinde ve zamanında gerçekleştirilmesi önemlidir. Araç-amaç mantığını yansıtan bu düşünce biçimi sosyal sorun çözme becerisi için kritiktir. Bu beceriyi ölçen önemli bir performans testi olan araç-amaç sosyal sorun çözme prosedürü dört yarım bırakılmış hikâyeden oluşmaktadır. Katılımcıların verilen sona uygun biçimde hikâyeleri tamamlamaları istenmektedir. Yanıtlar çözüme engel etkenlerin tanınması, etkili çözüm yollarının kullanılması, etkisiz çözüm girişimlerinden kaçınma gibi ölçütler üzerinden puanlanmaktadır. Bu çalışma ile araç amaç sosyal sorun çözme prosedürü hem genç ergenlerde kullanılmaya uygun bir forma dönüştürülmüş hem de Türkçe uyarlaması yapılmıştır. Biri pilot çalışma olmak üzere iki çalışma yapılmıştır. İlk çalışmanın katılımcıları 12-14 yaş arası 35 kız ve 35 erkek 70 ortaokul öğrencisidir. İkinci çalışma ise yaklaşık 9 ay sonra ilk çalışmaya katılmayan 12-14 yaş arası 64 kız ve 48 erkek olmak üzere 112 öğrenci ile gerçekleştirilmiştir. Her iki çalışmada hem puanlayıcılar arası tutarlılığa hem de ölçüt bağıntılı ve eş zamanlığı geçerliliğine bakılmıştır. Bulgular, araç-amaç sosyal sorun çözme prosedürünün Türk kültüründe, erken ergen örneklemler için geçerli bir ölçme aracı olduğunu göstermektedir.

Anahtar Kelimeler

Araç-Amaç düşünme, Sosyal Sorun Çözme, MEPS, Kişiler Arası Sorun Çözme

Assessment of Social Problem Solving Skills in Secondary School Students: The Turkish Adaptation of The Means-Ends Problem Solving Procedure

Öz

Successfully solving interpersonal problems is an important skill that affects one's life and social relationships. In this skill, which develops in the process of socialization from early ages, knowing how the problem is handled and what is the obstacles to reach a solution, generating solution options, acting goal-directed, in place, and on time and are important. This way of thinking, which reflects the logic behind means-ends, is critical for social problem-solving skills. The means-ends social problem-solving procedure, which is an important performance test that measures this skill, consists of four unfinished stories. Participants are asked to complete the stories in accordance with the given ending. The answers are scored on some criteria such as recognizing the obstacles to solution, using effective solutions, and avoiding ineffective solution attempts. In this study, the means-ends social problem-solving procedure was both made usable for adolescent samples and adapted into Turkish. Two studies, one of which is a pilot study, were conducted. Participants of the first study were 70 secondary school students aged 12-14, 35 girls and 35 boys. The second study was carried out with 112 students, 64 girls and 48 boys, aged 12-14, who did not participate in the first study after about 9 months. In both studies, both the inter-rater consistency and the criterion-related and concurrent validity were examined. The findings show that the means-ends social problem-solving procedure is a valid measurement instrument for early adolescent samples in Turkish culture.

Anahtar Kelimeler

Means-Ends thinking, Social Problem Solving, MEPS, Interpersonal Problem Solving

Kaynakça

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