ANALYZING SECONDARY SCHOOL STUDENTS’ SCHOOL ATTENDANCE WITH REGARDS TO VARIOUS VARIABLES

Year 2015, , 48 - 65, 01.07.2015

Nilgün Bellici

https://doi.org/10.17240/aibuefd.2015.15.1-5000128594

Cited By: 22

Abstract

The purpose of this research is to analyse, the level of school attendance, sex, age, class, family economic status, parents' education level in terms of academic achievement of the secondary school students. The participants of the study consist of 552 secondary school students (280 girls, 272 boys) with an average age of 12.6. As a data collection tool, the inventory “School Attachment Scale for Children and Adolescents” adapted to Turkish by Savi (2011) was used. In data analysis, t-test and one-way analysis of variance were used. Girls’ school attachment level found to be higher than boys. As students’ age and grade get higher their school attachment levels fall. The level of involvement in school of the students whose parents have a higher economic condition and a higher educational background is more than the students whose parents have a lower economic situation and educational background. It was found that the level of involvement in school of the students, whose academic achievement level is higher, is more than the students whose academic achievement level is lower.

Keywords

school, school attachment, secondary school student

ORTAOKUL ÖĞRENCİLERİNDE OKULA BAĞLANMANIN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Abstract

Bu araştırmanın amacı, ortaokul öğrencilerinin okula bağlanma düzeylerinin cinsiyet, yaş, sınıf, aile ekonomik durumu, anne-baba eğitim durumu ve akademik başarı düzeyleri açısından incelenmesidir. Araştırmanın katılımcıları yaş ortalaması 12.6 olan toplam 552 (280 kız, 272 erkek) ortaokul öğrencisinden oluşmaktadır. Verilerin toplanmasında Savi (2011) tarafından Türkçeye uyarlanan “Çocuk ve Ergenler İçin Okula Bağlanma Ölçeği” kullanılmıştır. Verilerin analizinde, t testi ve tek yönlü varyans analizi kullanılmıştır. Kızların okula bağlanma düzeyleri erkeklerden daha yüksek bulunmuştur. Öğrencilerin yaşı ve sınıfı ilerledikçe okula bağlanma düzeylerinin düştüğü belirlenmiştir. Ailesinin ekonomik durumu ve anne-babasının eğitim durumu yüksek olan öğrencilerin okula bağlanma düzeyleri, ailesinin ekonomik durumu ve anne-babasının eğitim durumu düşük olan öğrencilere göre daha yüksektir. Akademik başarı düzeyi yüksek olan öğrencilerin okula bağlanma düzeyleri, akademik başarı düzeyi düşük olan öğrencilere göre daha yüksek olarak bulunmuştur.

Keywords

okul, okula bağlanma, ortaokul öğrenciler

References

• Adelabu, D. D. (2007). Time perspective and school membership as correlates to academic achivement among American adolescents. Adolescence, 42,(167), 525-538.
• Alaca, F. (2011). İki dilli olan ve olmayan öğrencilerde okul yaşam kalitesi algısı ve okula aidiyet duygusu ilişkisi. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Adana.
• Anderman, L.H.& Anderman, E. M. (1999). Social predictors of changes in student’ achievement goal orientations. Contemporary Educational Psychology, 25, 21-37.
• Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94 (4), 795-809.
• Arastaman, G. (2006). Ankara ili lise birinci sınıf öğrencilerinin okula bağlılık durumlarına ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri. Yayınlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi, Ankara.
• Archambault, I., Janosz, M., Morizot, J. & Pagani, L. (2009). Adolescent Behavioral, ffective, and Cognitive Engagement in School: Relationship to Dropout. Journal of School Health, 79. 408- 415.
• Boardman, J.D & Onge, J. M. (2005). Neighborhoods and adolescent development. Children, Youth and Environments, 15, 138-164.
• Brown, M. R., Higgins, K., Pierce, T., Hong, E. Ve Thoma, C. (2003). Secondary students’ perceptions of school life with regard to alienation: The effects of disability, gender and race. Learning Disability, 26, 227-238
• Bruce, G. & Crump, D. A. (2003). Association of parental involvement and social competence with school adjustment and engagement among six graders. Journal of School Health, 73,(3), 121-126.
• Calabrese, R. L. (1989). Student alienation and academic achievement. The Education Digest, 54 (9),7-9.
• Catalano, R.F. & Hawkins, J.D. (1996). The social development model: A theory of antisocial behavior. In J.D. Hawkins (Ed.), Delinquency & crime: Current theories (149–194). New York: Cambridge University Press.
• Cernkovich, S. A. & Giordano, P. C. (1992). School bonding, race, and delinquency. Criminology, 40, 261–291.
• Cemalciler, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology, 59, 243.
• Cernkovich, S. A.& Giordano, P.C. (1992). School bonding, race and delinquency. Criminology, 30,261-291.
• Cheung, H.Y. (2004). Comparing Shanghai and Hong Kong students’ psychological sense of school membership. Asia Pacific Education Review, 5,(1),34-38.
• Cheung, H. Y. & Hui, K.F.S. (2003). Mainland immigrant and Hong Kong local students psychological sense of school membership. Asia Pacific Education Review, 4,(1),67-74.
• Çelikkaleli, Ö., Gökçakan, N. ve Çapri, B. (2005). Lise öğrencilerinin bazı psikolojik ihtiyaçlarının cinsiyet, okul türü, anne ve baba eğitim düzeyine gore incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 245- 268.
• Epstein, J. L. (1981). The quality of school life. Lexington Books, D.C. Health, Lexington.
• Faircloth, B. S. & Hamm, J. V. (2005). Sense of belonging among high school students representing our ethnic groups. Journal of Youth and Adolescence, 34,(4), 293–309.
• Finn, J. D. & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-261.
• Finn, J. D. & Voelkl, K. E. (2003). School charecteristics related to school engagement. Journal of Negro Education, 62, 249-268.
• Firestone, W. A. & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10, 285-299.
• Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: Potential of the concept, State of tehe Evidence. Reviev of Educational Research, 74, 59-109.
• Fullarton, S. (2002). Student engagement with school: Individual and school-level influences (LSAY Research Report No.27).
• Godeneow, C. (1992a). Strengthening the links between educational psychology and the study of contexts. Educational Psychologist, 27,(2), 177-196.
• Goodenow, C. (1992b). School motivation, engagement, and sense of belonging among urban adolescent students. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
• Goodenow, C. & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolecent students. The Journal of Experimental Education, 62, (1), 60-71.
• Hagborg, W.J. (1994). An exploration of school membership among middle and high school students. Journal of Psychological Assessment, 12, 312-323.
• Hill, L. G. & Werner, N. E. (2006). Affılıative motivation, school attachment, and aggression ın school. Psychology In The Schools, 43, (2), 231-246.cal Assessment, 12, 312.
• Hupfeld, K. (2007). Resiliency Skills and Dropout Prevention. Success Highways, published by Scholar Centric. İlköğretim ve Eğitim Kanunu.
• Isakson, K.& Jarvis, P. (1999). The adjustment of adolescents during the transition into high school: A short term longitudinal study. Journal of Youth and Adolescence, 28, 1-26.
• Janosz, M., Archambault, I., Morizot, J., & Pagani, L. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 63, 21-40.
• Jessor, R. (1991). Risk behavior in adolsecence: A psychosocial framework for understanding an action. Journal of Adolescent Health, 12, 597-605.
• Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Jimerson, Campos ve Greif, 2003)
• Juvonen, J. (2006). Sense of belonging, social bonds, and school functioning. In: Alexander, P., Winne, P. (Eds.), Handbook of Educational Psychology. (second ed.) New York, Macmillan, pp. 655–674.
• Kalaycı, Ş. (2006). Spss uygulamalı çok değişkenli istatistik teknikleri (2. Baskı). Ankara: Asil.
• Kızmaz, Z. (2006). Okullardaki şiddet davranışının kaynakları üzerine kuramsal bir yaklaşım. Çukurova Üniversitesi Sosyal Bilimler Dergisi, 30, (1), 47-70.
• Kuş, Z. ve Karatekin, K. (2009). Öğrencilerin okul ortamında kurallara uygun davranma yeterliklerinin çeşitli değişkenler açısından incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(1), 183-196.
• Lee, V. E. & Smith, J. B. (1995). Effects of high school restructuring and size on early gains in achievement and engagement. Sociology of Education, 68, 241-270.
• LeCroy, C. W.& Krysik, J. (2008). Predictors of academic achievement and school attachment among hispanic adolescents. Children and Schools, 30, 197-210.
• Maddox, S. L. & Prinz, R.J. (2003). School bonding in children and adolescents: conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6, 31-49.
• Marks, H. M. (2000). Student engagement in instructional activity: Patterns in elementary, middle, and high school years. American Educational Research Journal, 37,(1), 153-184.
• Mcneely, A. C., Nonnemaker, J., M.,& Blum, R. W. (2002). Promoting school connectedness: evidence from the national longitudinal study of adolescent health .Journal of School Health, 72,(4), 138-146.
• Mengi, S. (2011). Ortaöğretim 10. ve 11. sınıf öğrencilerinin sosyal destek ve özyeterlik düzeylerinin okula bağlılıklarıyla ilişkisi. Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi, Sakarya.
• Murdock, T. B., Hale, N. M. &Weber, M. J. (2001). Predictors of cheating among early adolescents: Academic and social motivations. Contemporary Educational Psychology, 26(1), 96-115
• Nichols, S. L .(2008). An exploration of students’ belongingness beliefs in one middle school. The Journal of Experimental Education, 76,(2),145-169.
• Nutbeam, D., Smith, C., Moore, L. & Bauman, A. (1993) Warning Schools can damage your health: Alienation from school and its impact on health behavior. Journal of Paediatrics and Child Health, 29, 25-30.
• Osterman, F. K.(2000). Student’ need for belonging in the school community. Review of Educational Research, 70, (3), 323-367.
• Owens-Sabir, M. (2007). The effecets of race, and family attachment on self- esteem, self- control and Juvenile Delinquency.
• Özdemir, M., Kalaycı, H. (2013). Okul Bağlılığı ve Metaforik Okul Algısı Üzerine Bir İnceleme: Çankırı İli Örneği. Kuram ve Uygulamada Eğitim Bilimleri, 13(4).
• Roeser, R. W., Midgley, C. & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
• Rudasill, K., Reio, T., Stipanovic, N. & Taylor, J. (2010). A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 48, 389- 412.
• Samdal, O., Wold, B. & Bronis, M. (1999). Relationship between students’ perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School Improvement, 10, 296–320.
• Sarı, M. (2012). Sense of school belonging among elemantary school students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 42,(1), 1-11.
• Savi, F. (2011). Çocuk ve ergenler için okula bağlanma ölçeği: geçerlik ve güvenirlik çalışması. İlköğretim Online, 10,(1), 80- 90.
• Savi, F. (2011). School attachment and quality of life in children and adolescents of elementary school in Turkey. Educational Research, 1,(9), 1465-1471.
• Simons-Morton, B.G., Crump, A. D.,Haynie, D.L. & Saylor, K. E. (1999). Student- school bonding and adolescent problem behavior. Health Education Research, 14,(1),99-107.
• Sinclair, M. F., Christenson S. L., Evelo D. L., & Hurley, C.M. (1998). Dropout prevention for high-risk youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7-21.
• Somers, C.L.& Gizzi, T. J.(2001). Predicting adolescents’ risky behavior: The influence of future orientation, school involment and school attachment. Adoles and Family Health, 2, 3-11.
• Thompson, S. (2005). Engaging students with school life. Youth Studies Australia, 24,1.
• Voisin, D., Salazar, L., Crosby, R., Diclemente, R., Yarber, W.&Staples-Horne, M. (2005). Teacher connectedness and health-related outcomes among detained adolescents. Journal of Adolescent Health, 37, 17- 23.
• Uwah, C. J., McMahon, H. G. ve Furlow, C. F. (2008). School belonging, educational aspirations, and academic self-efficacy among African American male high school students: Implications for school counselors. Professional School Counseling, 11(5), 296-305.
• Uzun Yüksek, Ö. (2006). İlköğretim 5. sınıf öğrencilerinin okula yabancılaşma düzeylerine etki eden sosyo-demografik değişkenlerin belirlenmesi. Yayımlanmamış Yüksek Lisans Tezi. Adana: Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü.
• Yavuzer, H. (2002). Çocuk psikolojisi. İstanbul: Remzi Kitapevi.
• Zieman, G. L. & Benson, G. P. (1981). School perceptions of truant adolescent girls. Behavioral Disorders, 6, (4), 197-205.