Okul Doyumu: Kuramsal Bir Çözümleme

Sultan Altunkum; Tugay Toğrul; Zekeriya Çam

doi:10.55605/ejedus.1272045

Okul Doyumu: Kuramsal Bir Çözümleme

Abstract

Okul, öğrencilerin günlük yaşamlarında zamanlarının büyük bölümlerini geçirdikleri ortamlardan biridir. Bu nedenle öğrencilerin okula aidiyet duyguları, okulda temel psikolojik ihtiyaç doyumları ve okul doyumları önem atfedilen psikolojik özelliklerdir. Okul doyumu, öğrencilerin okuldan memnun olma durumlarına yönelik bilişsel, duyuşsal ve davranışsal değerlendirmelerini içermektedir. Bu yönüyle okul doyumu, mutluluğun bir diğer ifadesi olan yaşam doyumunun da önemli bir bileşenini oluşturmaktadır. Pozitif Psikoloji yaklaşımı 2000’li yılların başından bu yana insanların yaşam doyumu, okul doyumu, mutluluk, iyimserlik ve umut gibi olumlu özelliklerine daha fazla ağırlık verilmesine öncülük etmiştir. Bu nedenle okul doyumu geçmişe oranla günümüzde daha fazla dikkate alınan durumlardan biri olmuştur. Çünkü öğrencinin okulda yüksek düzeyde doyum elde etmesi akademik başarısını, uyumunu ve genel iyilik halini olumlu yönde etkilemektedir. Bu bilgilere dayalı olarak bu araştırmada öğrenciler açısından eğitim ortamında önemli bir psikolojik yapı olan okul doyumu farklı boyutlarıyla ele alınarak incelenmiştir. Araştırmada öncelikle okul doyumunu açıklayan Ekolojik Kuram, Öz-Belirleme Kuramı ve Pozitif Psikoloji gibi temel kuramlara ilişkin bilgiler sıralanmıştır. Ardından okul doyumunu etkileyen faktörler incelenmiştir. Bu faktörler ekolojik bakış açısını yanıstacak şekilde; okulun bağlamı ile ilgili faktörler, içsel/kişisel özellikler ve daha geniş düzlemde bağlamsal etkiler olarak gruplandırılmıştır. Buna ek olarak okul doyumuna yönelik alanyazında mevcut olan ölçme araçlarının psikometrik özelliklerine yer verilerek bu ölçme araçları tanıtılmıştır. Son olarak Türkiye’de okul doyumunun eğitim sistemi ve kültürel boyutlarıyla önemi ele alınarak konuya ilişkin değerlendirmeler yapılmıştır.

Keywords

References

Ainley, J., Foreman, J., ve Sheret, M. (1991). High school factors that influence students to remain in school. The Journal of Educational Research, 85(2). 69–80. https://doi.org/10.1080/00220671.1991.10702816
Alsaç, D. (2019). İlkokul öğrencilerinde okulda pozitif yaşantıların ve okul yaşam kalitesinin okul doyumu üzerindeki etkisinin araştırılması. (Yayımlanmamış Yüksek Lisans Tezi). İstanbul Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
Baker, J. A. (1999). Teacher-student interaction in urban “at-risk” classrooms: Differential behavior, relationship quality, and student satisfaction with school. Journal of Elementary Education, 100, 57–70.
Baker, J. A., Dilly, L. J., Aupperlee, J. L., ve Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2), 206–221. https://doi.org/10.1521/scpq.18.2.206.21861
Baker, J. A., ve Maupin, A. N. (2009). School satisfaction and children's positive school adjustment. R. Gilman, E. S. Huebner, ve M. J. Furlong (Ed.), Handbook of positive psychology in schools içinde (pp. 189–196). New York: Routledge. https://doi.org/10.4324/9780203884089
Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H. Freeman and Company.
Bıkmaz, F. (2004). Sınıf öğretmenlerinin fen öğretiminde öz yeterlilik inancı ölçeğinin geçerlik ve güvenirlik çalışması. Milli Eğitim. Erişim: http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/161/bikmaz.htm
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.

Brophy, J. E., ve Good, T. L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365. https://doi.org/10.1007/s11205-012-0025-9
Casas, F., Baltatescu, S., Bertran, I., Gonzalez, M., ve Hatos, A. (2013). School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research, 111, 665–681. https://doi.org/10.1007/s11205-012-0025-9
Chafouleas, S. M., ve Bray, M. A. (2004). Introducing positive psychology: Finding a place within school psychology. Psychology in the Schools, 41(1), 1-5. https://doi.org/10.1002/pits.10133
Clonan, S. M., Chafouleas, S. M., McDougen, J. L., ve Riley-Tıllman, T. C. (2004). Positive psychology goes to school: Are we there yet?. Psychology in the Schools, 41(1), 101-110. https://doi.org/10.1002/pits.10142
Coelho, C. C. D. A., ve Dell’Aglio, D. D. (2019). School climate and school satisfaction among high school adolescents. Psicologia: Teoria e Prática 21(1), 265-281. https://doi.org/10.5935/1980-6906/psicologia.v21n1p265-281
Conesa, P. J., Onandia-Hinchado, I., Dunabeitia, J. A., ve Moreno, M. Á. (2022). Basic psychological needs in the classroom: A literature review in elementary and middle school students. Learning and Motivation, 79, 1-22. https://doi.org/10.1016/j.lmot.2022.101819
Çam, Z., ve Artar, M. (2014). Ergenlikte yaşam doyumu: Okul türleri bağlamında bir inceleme. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2(1), 23-46.
Çelik, İ. (2014). Ortaokul öğrencilerinin özgüven düzeyinin bazı değişkenler açısından değerlendirilmesi Afyonkarahisar örneği. (Yayımlanmamış Yüksek Lisans Tezi). Türk Hava Kurumu Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Çivitci, A. (2007). Çokboyutlu öğrenci yaşam doyumu ölçeğn Türkçe'ye uyarlanması: Geçerlik ve güvenirlik çalışmaları. Eurasian Journal of Educational Research (EJER), 26, 51-60.
Danielsen, A. G., Samdal, O., Hetland, J., ve Wold, B. (2009). School-related social support and students' perceived life satisfaction. The Journal of Educational Research, 102(4), 303-320. https://doi.org/10.3200/JOER.102.4.303-320
Danielsen, A. G., Wiium, N., Wilhelmsen, B. U., ve Wold, B. (2010). Perceived support provided by teachers and classmates and students' self-reported academic initiative. Journal of School Psychology, 48(3), 247-267. https://doi.org/10.1016/j.jsp.2010.02.002
Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., ve Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942. https://doi.org/10.1177/0146167201278002
Deci, E. L., ve Ryan, R. M. (2000). The ‘‘what’’ and ‘‘why’’ of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Değirmenci, G. Y., ve Değirmenci, H. (2019). Ekolojik sistem yaklaşımı ile öğrenci devamsızlıklarının azaltılmasına yönelik uluslararası uygulama örneklerinin incelenmesi. Milli Eğitim, 48(1), 371-385.
DeSantis King, A. L., Huebner, S., Suldo, S. M., ve Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems. Applied Research in Quality of Life, 1(3), 279-295. https://doi.org/10.1007/s11482-007-9021-7
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.
Diener, E., Oishi, S., ve Lucas, R. (2003). Personality, culture and subjective well-being: Emotional and cognitive evaluations of life. Annual Review of Psychology, 54, 403–425. https://doi.org/10.1146/annurev.psych.54.101601.145056
Diener, E., Oishi, S., ve Tay, L. (2018). Advances in subjective well-being research. Nature Human Behaviour, 2(4), 253-260. https://doi.org/10.1038/s41562-018-0307-6
Dönmez, B. (2001). Okul güvenliği sorunu ve okul yöneticisinin rolü. Kuram ve Uygulamada Eğitim Yönetimi, 25(25), 63-74.
Eccles, J. S., ve Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
Epstein, J. L., ve McPartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13(1), 15-30. https://doi.org/10.3102/00028312013001015
Eryılmaz, A. (2012). A model of subjective well-being for adolescents in high school. Journal of Happiness Studies, 13, 275-289. https://doi.org/10.1007/s10902-011-9263-9
Fernandes, H. M., Raposo, J. V., Bertelli, R., ve de Almeida, L. (2011). Satisfação escolar e bem-estar psicológico em adolescentes portugueses. Revista Lusófona de Educação, 18(18), 155-172.
Friedman, B.A., Bobrowski, P. E. ve Geraci, J. (2006). Parents’ school satisfaction: Ethnic similarities and differences. Journal of Educational Administration, 44 (5), 471-486. https://doi.org/10.1108/09578230610683769
Gibbons, S., ve Silva, O. (2011). School quality, child wellbeing and parents’ satisfaction. Economics of Education Review, 30(2), 312–331. https://doi.org/10.1016/j.econedurev.2010.11
Gutiérrez, M., Tomás, J. M., Romero, I. ve Barrica, J. M. (2017). Perceived social support, school engagement and satisfaction with school. Revista de Psicodidáctica, 22(2), 111-117. https://doi.org/10.1016/j.psicoe.2017.05.001
Hampden-Thompson, G., ve Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69(2), 248-265. https://doi.org/10.1080/00131911.2016.1207613
Haranin, E. C., Huebner, E. S., ve Suldo, S. M. (2007). Predictive and incremental validity of global and domain-based adolescent life satisfaction reports. Journal of Psychoeducational Assessment, 25(2), 127–138. https://doi.org/10.1177/0734282906295620
Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6(2), 149-158. https://doi.org/10.1037/1040-3590.6.2.149
Huebner, E. S., Ash, C., ve Laughlin, J. E. (2001). Lıfe experiences, locus of control, and school satisfaction in adolescence. Social Indicators Research, 55, 167–183. https://doi.org/10.1023/A:1010939912548
Huebner, E. S., Gilman, R., Reschly, A. L., ve Hall, R. (2009). Positive schools. S. J. Lopez ve C. R. Snyder (Ed.), Oxford handbook of positive psychology içinde (pp. 561–568). New York: Oxford University Press.
Huebner, E. S., Hills, K. J., Jiang, X., Long, R. F., Kelly, R., ve Lyons, M. D. (2014). Schooling and children’s subjective well-being. Handbook of Child Well-Being, 2, 797–819. https://doi.org/10.1007/978-90-481-9063-8_26
Huebner, E. S., Suldo, S. M., Smith, L. C., ve McKnight, C. G. (2004). Life satisfaction in children and youth: Empirical foundations and implications for school psychologists. Psychology in the Schools, 41(1), 81–93. https://doi.org/10.1002/pits.10140
Huebner, E. S., ve Elmore, G. M. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525-537. https://doi.org/10.1002/pits.20488
Huebner, E. S., ve Gilman, R. (2006). Students who like and dislike school. Applied Research in Quality of Life, 1(2), 139–150. https://10.1007/s11482-006-9001-3
Huebner, E. S., ve McCullough, G. (2000). Correlates of school satisfaction among adolescents. The Journal of Educational Research, 93(5), 331-335. https://doi.org/10.1080/00220670009598725
Huebner, E. S., Zullig, K. J. ve Saha, R. (2012). Factor structure and reliability of an abbreviated version of the multidimensional students’ life satisfaction scale. Child Indicators Research, 5(4), 651-657. https://doi.org/10.1007/s12187-012-9140-z
Hui, E. K. P., ve Sunb, R. C. F. (2010). Chinese children’s perceived school satisfaction: The role ofcontextual and intrapersonal factors. Educational Psychology, 30(2), 155–172. https://doi.org/10.1080/01443410903494452
Hui, E. K. P., ve Tsang, S. K. (2012). Self-determination as a psychological and positive youth development construct. The Scientific World Journal, 2012, 1-7. https://doi.org/10.1100/2012/759358
Jiang, X., Huebner, E. S., ve Siddall, J. (2013). A short-term longitudinal study of differential sources of school-related social support and adolescents’ school satisfaction. Social Indicators Research, 114(3), 1073-1086. https://doi.org/10.1007/s11205-012-0190-x
Kalaycı, H., ve Özdemir, M. (2013). Lise öğrencilerinin okul yaşamının niteliğine ilişkin algılarının okul bağlılıkları üzerine etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 33(2), 293-315.
Kalkan S., Mızrak Ş., Ayaz A., ve Aydın G. (2019). Okul doyumunu artırmaya yönelik psiko-eğitim programının etkililiği. Türk Psikolojik Danışma ve Rehberlik Dergisi, 9(55), 987-1012.
Karatzias, A., Power, K. G., Flemming, J., Lennan, F., ve Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22(1), 33–50. https://doi.org/10.1080/01443410120101233
Kim, D. H., ve Kim, J. H. (2013). Social relations and school life satisfaction in South Korea. Social Indicators Research, 112(1), 105-127. https://doi.org/10.1007/s11205-012-0042-8
King, A. L. D., Huebner, S., Suldo, S. M., ve Valoris, R. F. (2007). An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems. Applied Research in Quality of Life, 1, 279–295. https://doi.org/ 10.1007/s11482-007-9021-7
Khan, A., Lee, E. Y., ve Horwood, S. (2022). Adolescent screen time: associations with school stress and school satisfaction across 38 countries. European Journal of Pediatrics, 181, 2273–2281. https://doi.org/10.1007/s00431-022-04420-z
Lewis, A. D., Huebner, E. S., Malone, P. S., ve Valois, R. F. (2011). Life satisfaction and engagement among adolescents. Journal of Youth and Adolescence, 40, 249–262. https://doi.org/10.1007/s10964-010-9517-6
Liu, X. ve Flick, R. (2019). The relationship among psychological need satisfaction, class engagement and academic performance: Evidence from China. Journal of Education for Business, 94(6), 408-417. https://doi.org/10.1080/08832323.2018.1541855
Lyubomirsky, S., King, L., ve Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success?. Psychological Bulletin, 131, 803–855. https://doi.org/10.1037/0033-2909.131.6.803
Mabie, G. E. (2003). Making schools safe for the 21st century: An interview with Ronald D. Stephens. The Educational Forum, 67(2), 156-162. https://doi.org/10.1080/00131720308984553
Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., ve Craven, R. G. (2008). The big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319-350. https://doi.org/10.1007/s10648-008-9075-6
Martin, K. M., ve Huebner, E.S. (2007). Peer victimization and prosocial experiences and emotional well-being of middle school students. Psychology in the Schools, 44(2), 199–208. https://doi.org/10.1002/pits.20216.
Marzano, R. J. (2003). What works in schools: Translating research into action. Virginia: Association for Supervision and Curriculum Development.
Miller, D. N., Nickerson, A. B., Chafouleas, S. M., ve Osborne, K. M. (2008). Authentically happy school psychologists: Applications of positive psychology for enhancing professional satisfaction and fulfillment. Psychology in the Schools, 45(8), 679-692. https://doi.org/10.1002/pits.20334
Muscarà, M., Pace, U., Passanisi, A., D’Urso, G., ve Zappulla, C. (2018). The transition from middle school to high school: The mediating role of perceived peer support in the relationship between family functioning and school satisfaction. Journal of Child and Family Studies, 27, 2690-2698. https://doi.org/10.1007/s10826-018-1098-0
National Center for Education Statistics. (2005). The condition of education. U.S. Department of Education, Institute of Education Sciences.
Niemiec, C. P. ve Ryan, R. M. (2009). Autonomy, competence and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education 7(2), 133-144. https://doi.org/10.1177/1477878509104318
Öksüz, Y., Demir, E. G., ve Öztürk, M. B. (2018). Roman çocukların okul doyumu düzeylerinin çeşitli değişkenler açısından incelenmesi (Samsun ili örneği). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 256-268. https://doi.org/10.16986/HUJE.2017029312
Özdemir, S., ve Sezgin, F. (2011). Primary school students' perceptions of principal and teacher support, perceived violence, and school satisfaction. Inonu University Journal of the Faculty of Education, 12(2), 181-199.
Park, N., ve Huebner, E. S. (2005). A cross-cultural study of the levels and correlates of life satisfaction among adolescents. Journal of Cross-Cultural Psychology, 36, 444–456. https://doi.org/10.1177/0022022105275961
Poulou, M. S. (2020). Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being. School Psychology International, 41(6), 499–521. https://doi.org/10.1177/0143034320951911
Proctor, C., ve Linley, P. A. (2014). Life Satisfaction in Youth. Fava, G., ve Ruini, C. (Ed.), Cross-cultural advancements in positive psychology içinde (pp. 199–215). Springer. https://doi.org/10.1007/978-94-017-8669-0_13
Randolph, J. J., Kangas, M., ve Ruokamo, H. (2009). The preliminary development of the children’s overall satisfaction with schooling scale (COSSS). Child Indicators Research, 2, 79-93. https://doi.org/10.1007/s12187-008-9027-1
Roh S. Z., ve Park M. S. (2015). The effects of students, parents, and teachers on school adjustment and the satisfaction of middle and high school students. Advanced Science and Technology Letters, 92, 22-25 http://dx.doi.org/10.14257/astl.2015.92.05
Ryan, R. M., ve Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. https://doi.org/10.1037//0003-066X_55.1.68
Ryan, R. M., ve Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sam, D. L. (1998). Predicting life satisfaction among adolescents from immigrant families in Norway. Ethnicity ve Health, 3, 5–18. https://doi.org/10.1080/13557858.1998.9961844
Samdal, O., Nutbeam, D., Wold, B., ve Kannas, L. (1998). Achieving health and educational goals through schools—a study of the importance of the school climate and the students' satisfaction with school. Health Education Research, 13(3), 383-397. https://doi.org/10.1093/her/13.3.383
Satıcı, S. A., ve Deniz, M. E., (2019). Adolescents' self-perception and school satisfaction: Assessing the mediating role of subjective vitality. Education and Science, 44(197), 367-381. http://doi.org/10.15390/eb.2019.7289
Schneider, T., Walker, H., ve Sprague, J. (2000). Safe school design: A handbook for educational leaders. ERIC Clearinghouse on Educational Management.
Seligman, M. E. P., Steen, T. A., Park, N., ve Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410–421. https://doi.org/10.1037/0003-066X.60.5.410
Sivandani, A., Koohbanani, S. E., ve Vahidi, T. (2013). The relation between social support and self-efficacy with academic achievement and school satisfaction among female junior high school students in Birjand. Procedia-Social and Behavioral Sciences, 84, 668-673. https://doi.org/10.1016/j.sbspro.2013.06.623
Snyder, C. R., Cheavens, J., ve Sympson, S. C. (1997). Hope: An individual motive for social commerce. Group dynamics: Theory, Research, And Practice, 1(2), 107. https://doi.org/10.1037/1089-2699.1.2.107
Soyyiğit, M. K. (2022). Ergenlerin okula bağlanmalarında algılanan sosyal destek ve okulda öznel iyi oluşun rolü. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.
Suldo, S. M., Thalji-Raitano, A., Kiefer, S. M., ve Ferron, J. M. (2016). Conceptualizing high school students' mental health through a dual-factor model. School Psychology Review, 45(4), 434-457. https://doi.org/10.17105/SPR45-4.434-457
Tafarodi, R. W., ve Swann, W. B. (1995). Self-liking and self-competence as dimensions of global self-esteem: Initial validation of a measure. Journal of Personality Assessment, 65, 322–342. https://doi.org/10.1207/s15327752jpa6502_8
Telef, B. B. (2014). Turkish adaptation study of overall school satisfaction scale for children/çocuklar için kapsamlı okul doyumu ölçeğinin Türkçeye uyarlama çalışması. Eğitimde Kuram ve Uygulama, 10(2), 478- 490.
Telef, B. B., Arslan, G., Mert, A., ve Kalafat, S. (2015). The mediation effect of school satisfaction in the relationship between teacher support, positive affect and life satisfaction in adolescents. Educational Research and Reviews, 10(12), 1633-1640. https://doi.org/10.5897/ERR2015.2282
Tian, C., Chen, H., ve Huebner, E. S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school- related subjective well-being in adolescents. Social Indicators Research, 119, 353–372. https://doi.org/10.1007/s11205-013-0495-4
Tian, L., Chu, S., ve Huebner, E. S. (2015). The chain of relationships among gratitude, prosocial behavior and elementary school students’ schoolsatisfaction: The role of school affect. Child Indicators Research, 9(2), 515-532. https://doi.org/10.1007/s12187-015-9318-2
Tian, L., Liu, B., Huang, S., ve Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113(3), 991-1008. https://doi.org/10.1007/s11205-012-0123-8
Tian, L., Tian, Q., ve Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128(1), 105-129. https://doi.org/10.1007/s11205-015-1021-7
Traş, Z., ve Arslan, E. (2013). An investigation of perceived social support and social self efficacy in adolescents. İlköğretim Online (elektronik), 12, 4, 1133-1140.
Varela, J. J., Zimmerman, M. A., Ryan, A. M., Stoddard, S. A., Heinze, J. E., ve Alfaro, J. (2018). Life satisfaction, school satisfaction, and school violence: A mediation analysis for Chilean adolescent victims and perpetrators. Child Indicators Research, 11, 487-505. https://doi.org/10.1007/s12187-016-9442-7
Varela, J. J., Zimmerman, M. A., Ryan, A. M., Stoddard, S. A., Heinze, J. E., ve Alfaro, J. (2018). Life satisfaction, school satisfaction, and school violence: A mediation analysis for Chilean adolescent victims and perpetrators. Child Indicators Research, 11, 487-505. https://doi.org/10.1007/s12187-016-9442-7
Verkuyten, M., ve Jochem, T. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228. https://doi.org/10.1023/A:1016279602893
Verkuyten, M., ve Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203-228. http://dx.doi.org/10.1023/A:1016279602893
Wandeler, C. A., ve Bundick, M. J. (2011) Hope and selfdetermination of young adults in the workplace. The Journal of Positive Psychology, 6(5), 341-354. https://doi.org/10.1080/17439760.2011.584547
Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75-90. https://doi.org/10.1375/aedp.28.2.75
Wehlage, G. G., ve Rutter, R. A. (1986). Dropping out: How much do schools contribute to the problem?. Teachers College Record, 87(3), 374-392. https://doi.org/10.1177/016146818608700302
Whitley, A. M., Huebner, E. S., Hills, K. J., ve Valois, R. F. (2012). Can students be too happy in school? The optimal level of school satisfaction. Applied Research in Quality of Life, 7(4), 337-350. https://doi.org/10.1007/s11482-012-9167-9
Yam, F. C., ve Kumcağız, H. (2020). Ortaokul öğrencilerinin okul doyumu ile yaşam doyumları arasındaki ilişki: Umudun aracı rolünün incelenmesi. Manas Sosyal Araştırmalar Dergisi, 9(4), 2113-2130. https://doi.org/10.33206/mjss.720592
Yıldız M. A., ve Kutlu M. (2015). Erinlerde okula bağlanmanın yordayıcısı olarak sosyal kaygı ve depresif belirtilerin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 332-345.
Yu, C., Li, X. ve Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence 49, 115-12. https://doi.org/10.1016/j.adolescence.2016.03.001
Zullig, K. J., Huebner, E. S., ve Patton, J. M. (2011). Relationships among school climate domains and school satisfaction. Psychology in the Schools, 48(2), 374-392. https://doi.org/10.1002/pits.20532

Details

Primary Language

Turkish

Subjects

Other Fields of Education

Journal Section

Review

Authors

Sultan Altunkum
0000-0001-8650-8814
Türkiye

Tugay Toğrul
0000-0002-2580-8159
Türkiye

Zekeriya Çam ^*
0000-0002-2965-2390
Türkiye

Publication Date

April 30, 2023

Submission Date

March 28, 2023

Acceptance Date

April 20, 2023

Published in Issue

Year 2023 Volume: 12 Number: 23

DOI

https://doi.org/10.55605/ejedus.1272045

IZ

https://izlik.org/JA45TU32TC

Cite

RIS / Bibtex

APA

Altunkum, S., Toğrul, T., & Çam, Z. (2023). Okul Doyumu: Kuramsal Bir Çözümleme. Elektronik Eğitim Bilimleri Dergisi, 12(23), 64-83. https://doi.org/10.55605/ejedus.1272045

AMA

1.Altunkum S, Toğrul T, Çam Z. Okul Doyumu: Kuramsal Bir Çözümleme. Elektronik Eğitim Bilimleri Dergisi. 2023;12(23):64-83. doi:10.55605/ejedus.1272045

Chicago

Altunkum, Sultan, Tugay Toğrul, and Zekeriya Çam. 2023. “Okul Doyumu: Kuramsal Bir Çözümleme”. Elektronik Eğitim Bilimleri Dergisi 12 (23): 64-83. https://doi.org/10.55605/ejedus.1272045.

EndNote

Altunkum S, Toğrul T, Çam Z (April 1, 2023) Okul Doyumu: Kuramsal Bir Çözümleme. Elektronik Eğitim Bilimleri Dergisi 12 23 64–83.

IEEE

[1]S. Altunkum, T. Toğrul, and Z. Çam, “Okul Doyumu: Kuramsal Bir Çözümleme”, Elektronik Eğitim Bilimleri Dergisi, vol. 12, no. 23, pp. 64–83, Apr. 2023, doi: 10.55605/ejedus.1272045.

ISNAD

Altunkum, Sultan - Toğrul, Tugay - Çam, Zekeriya. “Okul Doyumu: Kuramsal Bir Çözümleme”. Elektronik Eğitim Bilimleri Dergisi 12/23 (April 1, 2023): 64-83. https://doi.org/10.55605/ejedus.1272045.

JAMA

1.Altunkum S, Toğrul T, Çam Z. Okul Doyumu: Kuramsal Bir Çözümleme. Elektronik Eğitim Bilimleri Dergisi. 2023;12:64–83.

MLA

Altunkum, Sultan, et al. “Okul Doyumu: Kuramsal Bir Çözümleme”. Elektronik Eğitim Bilimleri Dergisi, vol. 12, no. 23, Apr. 2023, pp. 64-83, doi:10.55605/ejedus.1272045.

Vancouver

1.Sultan Altunkum, Tugay Toğrul, Zekeriya Çam. Okul Doyumu: Kuramsal Bir Çözümleme. Elektronik Eğitim Bilimleri Dergisi. 2023 Apr. 1;12(23):64-83. doi:10.55605/ejedus.1272045

Cited By

Okullarda Pozitif Eğitim Müdahale Programının Öğrencilerin Algılanan Yaşam Doyumu ve Öz Yeterlik Düzeylerine Etkisinin İncelenmesi

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

https://doi.org/10.17240/aibuefd.2024..-1409639