Yabancı dil öğretmen adaylarının kişilerarası problem çözme yaklaşımlarının kontrol odağı bağlamında incelenmesi

Öz

Bireyin, yaşam boyunca sosyal ilişkilerinde bir takım problemlerle karşılaşması son derece doğaldır. Bireyin bir hedefe ulaşabilmek için karşılaştığı sorunlara yönelik çaba sarf etmesi, problem çözme sürecinin başladığı anlamına gelmektedir. Bununla birlikte, bireyin kişilik özellikleri ve problem durumuna bakış açısına göre problem çözme eğilimleri de farklı olabilir. Problem çözme, Heppner ve Petersen (1982) tarafından problemlerle veya problem durumu ile başa çıkmak olarak tanımlanmaktadır. Problem çözme sürecinde, bireyin iletişimi, düşünme stilleri, empati kurma becerisi, eleştirel, analitik ve yaratıcı bakış açıları önemlidir (Isaksen, Dorval & Treffinger, 2011; Nacar, 2010). İnsan ilişkilerinde ortaya çıkan sorunların sonucunda ortaya çıkan kişilerarası problemlerin (Horowitz 2004) çözüm sürecinde, bireylerin yönelim ve yaklaşım farklılıklarından dolayı, kişilerarası problem çözme sürecinde, bireylerin geri çekilme, yatıştırma, güç kullanma, uzlaşma ve yüzleşme şeklinde farklı stratejiler kullanabilecekleri belirtilmektedir (Johnson ve Johnson, 1995). Çam ve Tümkaya (2007, 2008) kişilerarası problem çözme sürecini lise ve üniversite öğrencileri örnekleminde, probleme olumsuz yaklaşım, yapıcı problem çözme, kendine güvensizlik, sorumluluk almama ve ısrarcı-sebatkâr yaklaşım boyutlarında incelemektedirler. Probleme olumsuz yaklaşım, kişilerarası bir problemle karşılaşıldığında yaşanan çaresizlik, karamsarlık ve üzüntü gibi yoğun olumsuz duygu ve düşüncelerle ilgilidir. Yapıcı problem çözme, kişilerarası bir problem yaşandığında bireyin etkili ve yapıcı biçimde problemi çözmesine katkı sağlayan duygu, düşünce ve davranışlarla ilişkilidir. Israrcı-sebatkâr yaklaşım bireyin kişilerarası ilişkilerinde problem çözümü için ısrarla çaba harcamasını ortaya koymaktadır. Kendine güvensiz yaklaşım bir problemi çözebilme konusunda bireyin sahip olduğu güven eksikliğini; sorumluluk almama ise problem çözme konusundaki sorumluluk üstlenmemeyi ifade etmektedir (Çam & Tümkaya, 2007).

Anahtar Kelimeler

• Yabancı dil öğretmen adayları, Kişilerarası problem çözme yaklaşımları, Kontrol odağı

An investigation of interpersonal problem solving approaches of foreign language teacher candidates in the context of locus of control

Abstract

The purpose of this study was to investigate the interpersonal problem solving approaches and locus of control levels on a basis of different variables, to determine whether or not there was a significant relationship between interpersonal problem solving approaches and locus of control, and to reveal whether or not locus of control and gender significantly predicted the interpersonal problem solving approaches. A total of 262 candidate teachers studying at university level constituted the study group of the research. Interpersonal Problem Solving Inventory and Locus of Control Scale were used while collecting research data. In the analysis, Pearson product-moment correlation coefficients technique, independent samples t-test technique and Simultaneous Multiple Regression Analysis test technique were applied. As a result of the research, it was found that there was a significant relationship between foreign language teacher candidates’ interpersonal problem solving approaches and locus of control, and that the variable of gender differentiated at the lack of self-confidence sub-dimension of interpersonal problem solving approaches. Furthermore, it was revealed that locus of control predicted the approaching problems in a negative way. Constructive problem solving, lack of self-confidence, and insistent-persevering approach dimensions of the interpersonal problem solving approaches, and the variable of gender, in addition to locus of control, only had an explanatory effect on the lack of self-confidence dimension.

Keywords

• : Foreign language teacher candidates, Interpersonal problem solving approaches, Locus of control

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