Research Article
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EXAMINING THE PROSOCIALITY LEVELS OF PRESERVICE SOCIAL STUDIES TEACHERS

Year 2021, Volume 21, Issue 3, 965 - 977, 15.09.2021
https://doi.org/10.17240/aibuefd.2021.21.64908-955651

Abstract

The main purpose of this study is to investigate the prosociality levels of preservice social studies teachers. In addition, it is also aimed to examine the prosociality levels and helping, benevolence, altruism, giving and forgiveness levels which are sub-dimensions of the prosociality scale according to the gender and grades. The research was carried out in the cross-sectional survey design. The sample of study consists of 412 preservice social studies teachers who study in Turkish universities. The data was obtained through Prosociality Scale. Mann-Whitney U and Kruskal Wallis tests were employed in order to analyze data. It was concluded that the prosociality level of preservice social studies teachers are at medium level. Moreover, it was found that benevolence, altruism and forgiveness levels of preservice social studies teachers are at medium level and their helping and forgiveness levels are low. It was revealed that prosociality levels of participants are significant in favor of male preservice social studies teachers. Finally it was concluded that a significant difference was found between the levels of benevolence, altruism and forgiveness as well as prosociality levels of preservice social studies teachers. Based on the results of the research, some suggestions were presented for practitioners and researchers.

References

  • Adeyemi, M. B. (2000). Teaching conflict resolution to social studies students in Botswana. The Social Studies, 91(1), 38-41. https://doi.org/10.1080/00377990009602440
  • Aruna Thevi, S. T., & Portia, R. (2017). Prosocial behavioural of school teachers in classroom. International Journal of Applied and Advanced Scientific Research, 2(2), 10-13.
  • Atalmış, E. H. (2019). Tarama araştırmaları. S. Şen & İ. Yıldırım (Ed.). Eğitimde araştırma yöntemleri içinde (ss. 97-116). Nobel Yayıncılık.
  • Aykırı, K. (2019). Sosyal bilgiler öğretmen adaylarının topluma hizmet ederek öğrenme deneyimlerinin diğerkamlık değeri ve sosyal problem çözme becerisi açısından değerlendirilmesi [Yayımlanmamış doktora tezi]. Pamukkale Üniversitesi.
  • Ayten, A., & Korkmaz, S. (2019). The relationships between religiosity, prosociality, satisfaction with life and generalised anxiety: A study on Turkish Muslims. Mental Health, Religion & Culture, 22(10), 980-993. https://doi.org/10.1080/13674676.2019.1695246
  • Bahn, D. (2001). Social learning theory: Its application in the context of nurse education. Nurse Education Today, 21, 110-117. https://doi.org/10.1054/nedt.2000.0522
  • Bandura, A. (2011). A social cognitive perspective on positive psychology. Revista de Psicologia Social, 26(1), 7-20.
  • Bandura, A. (2019). The social learning theory of aggresion. In R. A. Falk & S. S. Kim (Eds.), The war system: An interdisciplinary approach (pp. 141-158). Routledge.
  • Baser, H. B., & Kilinc, E. (2015). Investigating pre-service social studies teachers’ global social responsibility level. Educational Process: International Journal, 4(1-2), 45-55. http://dx.doi.org/10.12973/edupij.2015.412.4
  • Baumsteiger, R. (2019). What the world needs now: An intervention for promoting prosocial behaviour. Basic and Applied Social Psychology, 41(4), 215-229. https://doi.org/10.1080/01973533.2019.1639507
  • Bellucci, G., Camilleri, J. A., Eickhoff, S. B., & Krueger, F. (2020). Neural signatures of prosocial behaviours. Neuroscience and Biobehavioral Reviews, 118, 186-195. https://doi.org/10.1016/j.neubiorev.2020.07.006
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research Perspectives. Developmental Psychology, 22(6), 723-742.
  • Brownell, C. A. (2013). Early development of prosocial behaviour: Current perspectives. Infancy, 18(1), 1-9. https://doi.org /10.1111/infa.12004
  • Burns, M. K., Warmbold-Brann, K., & Zaslofsky, A. F. (2015). Ecological system theory in school psychology review. School Psychology Review, 44(3), 249-261. https://doi.org/10.17105/spr-15-0092.1
  • Büyükdoğan, B. (2020). Üniversite öğrencilerinin küresel sosyal sorumluluk algılarının değerlendirilmesi. E-Journal of New Media, 4(3), 203-215. https://doi.org/10.17932/IAU.EJNM.25480200.2020/ejnm_v4i3005
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (Genişletilmiş 19. baskı). Pegem Akademi.
  • Çatlak, İ. H. & Yiğit, E. Ö. (2017). Sosyal bilgiler öğretmen adaylarına empati becerisi ve farklılıklara saygılı olma değerinin kazandırılmasında storyline yönteminin etkisi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1794-1819.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (5. baskı). Pegem Akademi.
  • Davis, A. N., Martin-Cuellar, A. & Luce, H. (2019). Life events and prosocial behaviors among young adults: Considering the roles of perspective taking and empathic concern. The Journal of Genetic Psychology, 180(4-5), 205-216. https://doi.org/10.1080/00221325.2019.1632785
  • Deng, L., & Chan, W. (2017). Testing the difference between reliability coefficients alpha and omega. Educational and Psychological Measurement, 77(2), 185-203. https://doi.org /10.1177/0013164416658325
  • Dunfield, K. A. (2014). A construct divided: Prosocial behaviour as helping, sharing, and comforting subtypes. Frontiers in Psychology, 5, 1-13. https://doi.org/10.3389/fpsyg.2014.00958
  • Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behaviour in children. Cambridge University Press. Eisenberg, N. (1982). The development of prosocial behaviour. Academix Press.
  • Ercan, B. (2009). Ortaöğretim öğretmenlerinin sosyal sorumluluk anlayış ve uygulamaları: Antalya örneği. [Yayımlanmamış yüksek lisans tezi]. Akdeniz Üniversitesi.
  • Goodboy, A. K., & Martin, M. M. (2020). Omega over alpha for reliability estimation of unidimensional communication measures. Annals of the International Communication Association, 44(4), 422-439. https://doi.org/10.1080/23808985.2020.1846135
  • Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than cronbach’s alpha for estimating reliability. But… Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
  • Hu, Q., & Feng, Q. (2021). Parenting style and prosocial behaviour among Chinese Preschool children: A moderation model. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1888942
  • Jackson, M., & Tisak, M. S. (2001). Is prosocial behaviour a good thing? Developmental changes in children’s evaluations of helping, sharing, cooperating and comforting. British Journal of Developmental Psychology, 19, 349-367.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
  • Kakavoulis, A. (1998). Aggresive and prosocial behaviour in young Greek children. International Journal of Early Years Education, 6(3), 343-351. https://doi.org/10.1080/0966976980060308
  • Kamas, L., & Preston, A. (2021). Empathy, gender and prosocial behaviour. Journal of Behavioral and Experimental Economics, 92, 1-12. https://doi.org/10.1016/j.socec.2020.101654
  • Kara, C., Altıntaş, A. & Kaya, İ. F. (2017). Sosyal bilgiler öğretmen adaylarının topluma hizmet uygulamalarıyla “yardımseverlik değeri” kazanımları hakkındaki görüşleri. Akdeniz Eğitim Araştırmaları Dergisi, 22, 23-37.
  • Karatekin, K., Kuş, Z., & Merey, Z. (2014). Social studies pre-service teachers’ social participation in solutions to environmental problems. Elementary Education Online, 13(2), 345-361.
  • Kaya, B. (2016). An evaluation of the empathy levels of pre-service social studies teachers. Educational Research and Reviews, 11(6), 229-237. https://doi.org/10.5897/ERR2015.2545
  • Kılıç, S. (2013). Örnekleme yöntemleri. Journal of Mood Disorders, 3(1), 44-46.
  • Lindenberg, S. (2006). Prosocial behaviour, solidarity, and framing processes. Springer.
  • Malti, T., & Dys, S. P. (2018). From being nice to being kind: Development of prosocial behaviours. Current Opinion in Psychology, 20, 45-49. https://doi.org/10.1016/j.copsyc.2017.07.036
  • Murray, C., & Greenberg, M. T. (2000). Children’s relationship with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38(5), 423-445.
  • Öztürk, C. (2012). Sosyal bilgiler: Toplumsal yaşama disiplinlerarası bir bakış. C. Öztürk (Ed.), Sosyal bilgiler öğretimi: Demokratik vatandaşlık eğitimi içinde (ss. 2-31). Pegem Akademi.
  • Quan, S. (2021). Socioeconomic status and prosocial behaviors among Chinese emerging adults: Sequential mediators of parental warmth and personal belief in a just World. Children and Youth Services, 120, 1-8. https://doi.org/10.1016/j.childyouth.2020.105680
  • Partick, R. B., Bodline, A. J., Gibbs, J. C., & Basinger, K. S. (2018). What accounts for prosocial behaviour? Roles of moral identity, moral judgement, and self-efficacy beliefs. The Journal of Genetic Psychology, 179(5), 231-245. https://doi.org/10.1080/00221325.2018.1491472
  • Reykowski, J. (1984). Spatial organization of a cognitive system and instric prosocial motivation. In E. Staub, D. Bar-Tal, J. Karylowski & J. Reykowski (Eds.), Development and maintance of prosocial behaviour (pp. 51-76). Plenum Press.
  • Secgin, F. & Yazıcı, F. (2018). Tarih ve sosyal bilgiler öğretmen adaylarının kontrol odakları ve küresel sosyal sorumluluk düzeyleri arasındaki ilişki. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(8), 1267-1292. https://doi.org/10.26466/opus.436414
  • Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children’s prosocial behaviour in the classroom. American Educational Research Journal, 25(4), 527-554.
  • Stürmer, S., & Snyder, M. (2010). The psychological study of group process and intergroup relations in prosocial behaviour. In S. Stürmer & M. Snyder (Eds.), The psychology of prosocial behaviour: Group process, intergroup relations and helping (pp. 1-10). Blackwell Publishing.
  • Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 1086-1099. https://doi.org/10.1007/s10964-017-0786-1
  • YÖK. (2021). Yükseköğretim program atlası. https://yokatlas.yok.gov.tr/

SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ PROSOSYALLİK DÜZEYİNİN İNCELENMESİ

Year 2021, Volume 21, Issue 3, 965 - 977, 15.09.2021
https://doi.org/10.17240/aibuefd.2021.21.64908-955651

Abstract

Bu araştırmanın temel amacı sosyal bilgiler öğretmen adaylarının prososyallik düzeyinin incelenmesidir. Ayrıca sosyal bilgiler öğretmen adaylarının prososyallik düzeyi ile alt boyutlardan yardım etme, hayırseverlik, özgecilik, bağışlama ve affetme düzeylerinin cinsiyet ve sınıf seviyesi değişkenine göre incelenmesi amaçlanmıştır. Araştırma kesitsel tarama modelinde gerçekleştirilmiştir. Araştırmanın örneklem grubunu Türkiye’nin farklı üniversitelerinde öğrenim gören 412 sosyal bilgiler öğretmen adayı oluşturmaktadır. Araştırmanın verileri Prososyallik Ölçeği aracılığıyla elde edilmiştir. Elde edilen verilerin analizinde Mann-Whitney U testi ile Kruskal-Wallis testi uygulanmıştır. Araştırmada sosyal bilgiler öğretmen adaylarının prososyallik düzeyinin orta düzeyde olduğu belirlenmiştir. Ayrıca sosyal bilgiler öğretmen adaylarının hayırseverlik, özgecilik ve affetme düzeylerinin orta; yardım etme ve bağışlama düzeylerinin düşük olduğu sonucuna ulaşılmıştır. Araştırmada erkek sosyal bilgiler öğretmen adaylarının prososyallik düzeyinin kız öğrencilerin düzeyinden anlamlı derecede yüksek olduğu görülmüştür. Sınıf seviyeleri arasında ise prososyallik düzeyinin yanında hayırseverlik, özgecilik ve bağışlama düzeyleri açısından anlamlı farklılığın olduğu sonucuna ulaşılmıştır. Araştırmanın sonuçlarından hareketle uygulamaya ve araştırmacılara yönelik olarak öneriler geliştirilmiştir.

References

  • Adeyemi, M. B. (2000). Teaching conflict resolution to social studies students in Botswana. The Social Studies, 91(1), 38-41. https://doi.org/10.1080/00377990009602440
  • Aruna Thevi, S. T., & Portia, R. (2017). Prosocial behavioural of school teachers in classroom. International Journal of Applied and Advanced Scientific Research, 2(2), 10-13.
  • Atalmış, E. H. (2019). Tarama araştırmaları. S. Şen & İ. Yıldırım (Ed.). Eğitimde araştırma yöntemleri içinde (ss. 97-116). Nobel Yayıncılık.
  • Aykırı, K. (2019). Sosyal bilgiler öğretmen adaylarının topluma hizmet ederek öğrenme deneyimlerinin diğerkamlık değeri ve sosyal problem çözme becerisi açısından değerlendirilmesi [Yayımlanmamış doktora tezi]. Pamukkale Üniversitesi.
  • Ayten, A., & Korkmaz, S. (2019). The relationships between religiosity, prosociality, satisfaction with life and generalised anxiety: A study on Turkish Muslims. Mental Health, Religion & Culture, 22(10), 980-993. https://doi.org/10.1080/13674676.2019.1695246
  • Bahn, D. (2001). Social learning theory: Its application in the context of nurse education. Nurse Education Today, 21, 110-117. https://doi.org/10.1054/nedt.2000.0522
  • Bandura, A. (2011). A social cognitive perspective on positive psychology. Revista de Psicologia Social, 26(1), 7-20.
  • Bandura, A. (2019). The social learning theory of aggresion. In R. A. Falk & S. S. Kim (Eds.), The war system: An interdisciplinary approach (pp. 141-158). Routledge.
  • Baser, H. B., & Kilinc, E. (2015). Investigating pre-service social studies teachers’ global social responsibility level. Educational Process: International Journal, 4(1-2), 45-55. http://dx.doi.org/10.12973/edupij.2015.412.4
  • Baumsteiger, R. (2019). What the world needs now: An intervention for promoting prosocial behaviour. Basic and Applied Social Psychology, 41(4), 215-229. https://doi.org/10.1080/01973533.2019.1639507
  • Bellucci, G., Camilleri, J. A., Eickhoff, S. B., & Krueger, F. (2020). Neural signatures of prosocial behaviours. Neuroscience and Biobehavioral Reviews, 118, 186-195. https://doi.org/10.1016/j.neubiorev.2020.07.006
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research Perspectives. Developmental Psychology, 22(6), 723-742.
  • Brownell, C. A. (2013). Early development of prosocial behaviour: Current perspectives. Infancy, 18(1), 1-9. https://doi.org /10.1111/infa.12004
  • Burns, M. K., Warmbold-Brann, K., & Zaslofsky, A. F. (2015). Ecological system theory in school psychology review. School Psychology Review, 44(3), 249-261. https://doi.org/10.17105/spr-15-0092.1
  • Büyükdoğan, B. (2020). Üniversite öğrencilerinin küresel sosyal sorumluluk algılarının değerlendirilmesi. E-Journal of New Media, 4(3), 203-215. https://doi.org/10.17932/IAU.EJNM.25480200.2020/ejnm_v4i3005
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (Genişletilmiş 19. baskı). Pegem Akademi.
  • Çatlak, İ. H. & Yiğit, E. Ö. (2017). Sosyal bilgiler öğretmen adaylarına empati becerisi ve farklılıklara saygılı olma değerinin kazandırılmasında storyline yönteminin etkisi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1794-1819.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (5. baskı). Pegem Akademi.
  • Davis, A. N., Martin-Cuellar, A. & Luce, H. (2019). Life events and prosocial behaviors among young adults: Considering the roles of perspective taking and empathic concern. The Journal of Genetic Psychology, 180(4-5), 205-216. https://doi.org/10.1080/00221325.2019.1632785
  • Deng, L., & Chan, W. (2017). Testing the difference between reliability coefficients alpha and omega. Educational and Psychological Measurement, 77(2), 185-203. https://doi.org /10.1177/0013164416658325
  • Dunfield, K. A. (2014). A construct divided: Prosocial behaviour as helping, sharing, and comforting subtypes. Frontiers in Psychology, 5, 1-13. https://doi.org/10.3389/fpsyg.2014.00958
  • Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behaviour in children. Cambridge University Press. Eisenberg, N. (1982). The development of prosocial behaviour. Academix Press.
  • Ercan, B. (2009). Ortaöğretim öğretmenlerinin sosyal sorumluluk anlayış ve uygulamaları: Antalya örneği. [Yayımlanmamış yüksek lisans tezi]. Akdeniz Üniversitesi.
  • Goodboy, A. K., & Martin, M. M. (2020). Omega over alpha for reliability estimation of unidimensional communication measures. Annals of the International Communication Association, 44(4), 422-439. https://doi.org/10.1080/23808985.2020.1846135
  • Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than cronbach’s alpha for estimating reliability. But… Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
  • Hu, Q., & Feng, Q. (2021). Parenting style and prosocial behaviour among Chinese Preschool children: A moderation model. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1888942
  • Jackson, M., & Tisak, M. S. (2001). Is prosocial behaviour a good thing? Developmental changes in children’s evaluations of helping, sharing, cooperating and comforting. British Journal of Developmental Psychology, 19, 349-367.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
  • Kakavoulis, A. (1998). Aggresive and prosocial behaviour in young Greek children. International Journal of Early Years Education, 6(3), 343-351. https://doi.org/10.1080/0966976980060308
  • Kamas, L., & Preston, A. (2021). Empathy, gender and prosocial behaviour. Journal of Behavioral and Experimental Economics, 92, 1-12. https://doi.org/10.1016/j.socec.2020.101654
  • Kara, C., Altıntaş, A. & Kaya, İ. F. (2017). Sosyal bilgiler öğretmen adaylarının topluma hizmet uygulamalarıyla “yardımseverlik değeri” kazanımları hakkındaki görüşleri. Akdeniz Eğitim Araştırmaları Dergisi, 22, 23-37.
  • Karatekin, K., Kuş, Z., & Merey, Z. (2014). Social studies pre-service teachers’ social participation in solutions to environmental problems. Elementary Education Online, 13(2), 345-361.
  • Kaya, B. (2016). An evaluation of the empathy levels of pre-service social studies teachers. Educational Research and Reviews, 11(6), 229-237. https://doi.org/10.5897/ERR2015.2545
  • Kılıç, S. (2013). Örnekleme yöntemleri. Journal of Mood Disorders, 3(1), 44-46.
  • Lindenberg, S. (2006). Prosocial behaviour, solidarity, and framing processes. Springer.
  • Malti, T., & Dys, S. P. (2018). From being nice to being kind: Development of prosocial behaviours. Current Opinion in Psychology, 20, 45-49. https://doi.org/10.1016/j.copsyc.2017.07.036
  • Murray, C., & Greenberg, M. T. (2000). Children’s relationship with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38(5), 423-445.
  • Öztürk, C. (2012). Sosyal bilgiler: Toplumsal yaşama disiplinlerarası bir bakış. C. Öztürk (Ed.), Sosyal bilgiler öğretimi: Demokratik vatandaşlık eğitimi içinde (ss. 2-31). Pegem Akademi.
  • Quan, S. (2021). Socioeconomic status and prosocial behaviors among Chinese emerging adults: Sequential mediators of parental warmth and personal belief in a just World. Children and Youth Services, 120, 1-8. https://doi.org/10.1016/j.childyouth.2020.105680
  • Partick, R. B., Bodline, A. J., Gibbs, J. C., & Basinger, K. S. (2018). What accounts for prosocial behaviour? Roles of moral identity, moral judgement, and self-efficacy beliefs. The Journal of Genetic Psychology, 179(5), 231-245. https://doi.org/10.1080/00221325.2018.1491472
  • Reykowski, J. (1984). Spatial organization of a cognitive system and instric prosocial motivation. In E. Staub, D. Bar-Tal, J. Karylowski & J. Reykowski (Eds.), Development and maintance of prosocial behaviour (pp. 51-76). Plenum Press.
  • Secgin, F. & Yazıcı, F. (2018). Tarih ve sosyal bilgiler öğretmen adaylarının kontrol odakları ve küresel sosyal sorumluluk düzeyleri arasındaki ilişki. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(8), 1267-1292. https://doi.org/10.26466/opus.436414
  • Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children’s prosocial behaviour in the classroom. American Educational Research Journal, 25(4), 527-554.
  • Stürmer, S., & Snyder, M. (2010). The psychological study of group process and intergroup relations in prosocial behaviour. In S. Stürmer & M. Snyder (Eds.), The psychology of prosocial behaviour: Group process, intergroup relations and helping (pp. 1-10). Blackwell Publishing.
  • Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 1086-1099. https://doi.org/10.1007/s10964-017-0786-1
  • YÖK. (2021). Yükseköğretim program atlası. https://yokatlas.yok.gov.tr/

Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Önder ERYILMAZ (Primary Author)
AMASYA ÜNİVERSİTESİ
0000-0002-4962-889X
Türkiye

Publication Date September 15, 2021
Published in Issue Year 2021, Volume 21, Issue 3

Cite

APA Eryılmaz, Ö. (2021). SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ PROSOSYALLİK DÜZEYİNİN İNCELENMESİ . Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi , 21 (3) , 965-977 . DOI: 10.17240/aibuefd.2021.21.64908-955651