Investigation of the Relationship Between the Interpersonal Problem-Solving Skills and Self-Determination Levels of Pre-Service Teachers who Received and did not Receive Art Training

Year 2020, Volume: 9 Issue: 3, 709 - 720, 05.10.2020

Aşkın Ceren Erez , Orhan Taskesen

https://doi.org/10.14686/buefad.757271

Cited By: 1

Abstract

This research aimed to investigate the relationship between the problem-solving skills and assertiveness levels of students, who received and did not receive art education in faculty of education, and whether these two variables differ according to the gender, grade differences, and attended school. The study group included the education departments of Erzincan Binali Yıldırım University, Faculty of Education in 2018-2019. The purposeful sampling method was used in this research which was conducted to reveal the relationship between the problem-solving skills and assertiveness levels of students who received and did not receive art education in faculty of education, and whether these two variables differ according to the gender, grade differences, and attended school, is suitable to the relational survey model. As a result of the research, it was found that there was significant difference regarding the gender and grade variable. However, it was realized that there was a significant difference in the interpersonal problem-solving scores between some departments.

Keywords

Interpersonal Problem Solving, Assertivenes, Art, Art Education

Sanat Eğitimi Alan ve Almayan Öğretmen Adaylarının Kişilerarası Problem Çözme Becerileri ve Kendini Belirleme Düzeyleri Arasındaki İlişkinin İncelenmesi

Abstract

Bu araştırmada, Eğitim Fakültesin’de sanat eğitimi alan ve almayan öğrencilerin, kişilerarası problem çözme becerileri ve kendini belirleme düzeyleri arasındaki ilişkiyi, bu iki değişkenin cinsiyet, sınıf farkları, okunan bölüme göre değişip değişmediğini incelemek amaçlanmıştır. Çalışma grubunu, Erzincan Binali Yıldırım Üniversitesi Eğitim Fakültesinde 2018-2019 yıllarında öğrenim görmekte olan bölümler oluşturmaktadır. Belirlemede amaçlı örnekleme yöntemi kullanılmıştır. Sanat eğitimi alan ve almayan öğrencilerin kişilerarası problem çözme becerileri ve kendini belirleme düzeyleri arasındaki ilişkiyi, bu iki değişkenin cinsiyet, sınıf farkları, okunan bölüme göre değişip değişmediğini ortaya koymak üzere yapılan bu çalışma ilişkisel tarama modeline uygundur. Cinsiyet ve sınıf değişkenine ilişkin anlamlı bir farkın olmadığı görülmüştür. Bölüm değişkenine göre ise, bazı bölümler arasında kişilerarası problem çözme puanlarında anlamlı farklılık saptanmıştır.

Keywords

Kişilerarası Problem Çözme, Kendini Belirleme Düzeyi, Güvenevgenlik, Sanat, Sanat Eğitimi

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