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GÜVENLİ BAĞLANMA DÜZEYİ VE BENLİK KURGULARI İLE ÜNİVERSİTEYE YENİ BAŞLAYAN ÖĞRENCİLERİN UYUMU ARASINDAKİ İLİŞKİ

Year 2018, Volume: 14 Issue: 3, 306 - 324, 08.10.2018
https://doi.org/10.17244/eku.377465

Abstract

Bu çalışmada,
üniversiteye yeni başlayan öğrencilerin anne, baba ve akranlarına bağlanma
düzeyleri, toplulukçu-ilişkisel-bireyci benlik kurguları ve üniversiteye uyum
düzeyleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Ayrıca cinsiyet,
yaşanılan şehir, aile ile yaşama durumu, anne ve babanın eğitim düzeyi ile
üniversiteye uyum düzeyi arasındaki ilişki ele alınmıştır. Anneye ve babaya
bağlanma düzeyleri ile anne-babanın eğitim düzeyleri arasındaki ilişkinin yanı
sıra anne, baba ve akrana güvenli bağlanma düzeyi ile benlik kurgularının
cinsiyete göre farklılaşma gösterip göstermediği de analize dahil edilmiştir.
Çalışma grubunu, 183’ü kız, 69’u erkek olmak üzere toplam 252 üniversite
öğrencisi oluşturmaktadır. 
Veri toplama aracı olarak Kişisel Bilgi
Formu, Ebeveyne ve Akrana Bağlanma Ölçeği (EABÖ), İlişkisel Toplulukçu Bireyci
Benlik Ölçeği (İTBBÖ) ve Üniversite Yaşamı Ölçeği (ÜYÖ) uygulanmıştır.
Çalışmadan elde edilen veriler araştırma sorularının
cevaplanmasına yönelik olarak
SPSS kullanılarak gerçekleştirilen standart çoklu regresyon
analizi, Mann Whitney U Testi ve Pearson Korelasyon katsayısı ile analiz
edilmiştir. Çalışma sonucuna göre anneye ve akranlara güvenli bağlanma düzeyi
ile üniversiteye uyum arasında anlamlı bir ilişki vardır. Ayrıca ilişkisel ve
toplulukçu benlik kurgusu ile üniversite uyumu arasında anlamlı düzeyde bir
ilişki varken, bireyci benlik kurgusu ile üniversiteye uyum arasında bir ilişki
çıkmamıştır. Annenin eğitim düzeyi anne ile bağlanmada herhangi bir önem
taşımazken babanın eğitim düzeyi babaya güvenli bağlanma aşamasında önemli bir
etkiye sahiptir.




References

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  • Armsden, G. C. and Greenberg, M. T. (1987). The Inventory of Parent and Peer Attachment: Relationships to well-being in adolescence. Journal of Youth and Adolescence, 16 (5), 427- 454.
  • Arnstein, R. L. (1980). The student, the family, the university and transition to adulthood. Adolescent Psychiatry, 8, 160- 172.
  • Awang, M. M., Kutty, F. M. and Ahmad, A. R. (2014). Perceived Social Support and Well Being: First-Year Student Experience in University. International Education Studies, 7 (13), 261- 270.
  • Benson, M. J., Harris, P. B. and Rogers, C. S. (1991). Identity consequences of attachment to mothers and father among the late adolescents. Journal of Research on Adolescence, 2, 187-204.
  • Berman, W. H. and Sperling, M. B. (1991). Parental attachment and emotional distress in the transition to college. Journal of Youth and Adolescence, 20, 427- 440.
  • Bowlby, J. (1979). The making and breaking of affectional bonds. London: Tavistock.
  • Bowlby, J. (2012). Bağlanma ve Kaybetme: Bağlanma (Çev. T. V. Soylu). İstanbul: Pinhan Yayıncılık. (Eserin orijinali 1969’da yayımlandı).
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  • Bülbül, T. ve Acar-Güvendir, M. (2014). Üniversite birinci sınıf öğrencilerinin yükseköğretim yaşamına uyum düzeylerinin incelenmesi. Eğitim Bilimleri Araştırmaları Dergisi, 4 (1), 397-418.
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  • Choy, S. P. (2001). Findings from the condition of education 2001: Students whose parents did not go to college: Postsecondary Access, Persistence, and Attainment (NCES 2001-126). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
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  • Henton, J., Lemke, L., Murphy, C. and Haynes, L. (1980). Crisis reaction of college freshmen as a function of family support systems. Personnel and Guidance Journal, 58, 508-510.
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  • Hortaçsu, N. (1989). Targets of communication during adolescence. Journal of Adolescence, 12, 253-263.
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  • İmamoğlu, E. O. (1998). Individualism and Collectivism in a Model and Scale of Balanced Differentiation and Integration. The Journal of Psychology, 132 (1), 95- 105.
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THE RELATIONSHIP BETWEEN ATTACHMENT SECURITY, SELF-CONSTRUALS AND UNIVERSITY ADJUSTMENT OF FRESHMEN

Year 2018, Volume: 14 Issue: 3, 306 - 324, 08.10.2018
https://doi.org/10.17244/eku.377465

Abstract

This study examines the correlation between attachment security both with
parents and peers, self-construals –collectivist, relational and individualist-
and level of university adjustment of students in the first year. The
correlation between gender, city of residence, the state of living with
parents, maternal and paternal educational level and university adjustment has been
analyzed. The correlation between the maternal and paternal attachment and the
education levels of parents has also been considered. The attachment levels and
self-construals have been analyzed to the extent that they differed depending
on the gender, as well. The participants of the research consisted of 252
university students (183 female, 69 male). The Inventory of Parent and Peer
Attachment (IPPA), Relational, Individual and Collective Self Aspects (RIC)
Scale and University Life Scale (ULS) were used for data collection. The data
was analyzed with Multiple regression analysis, Mann Whitney U-test and Pearson
correlation coefficient. The results indicate that there is a significant
correlation between attachment to mother and peers, and university adjustment.
As for the self-construals, there is a significant correlation between the
relational and collective self, and university adjustment. There is no
correlation between the individualist self-construal and university adjustment.
Whereas the maternal education level does not have an impact on attachment,
paternal educational level has a significant impact on attachment
security. 

References

  • Aladağ, M., Kağnıcı, D. Y., Tuna, M. E. ve Tezer, E. (2003). Üniversite yaşamı ölçeği: Ölçek geliştirme ve yapı geçerliği üzerine bir çalışma. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2 (10), 41-47.
  • Al- Qaisy, L. M. (2010). Adjustment of College Freshmen: the Importance of Gender and the Place of Residence. International Journal of Psychological Studies, 2(1), 142- 150.
  • Aracı, I. F. (2007). Attachment and Reflective Functioning. Unpublished master’s thesis, Boğaziçi University, İstanbul.
  • Armsden, G. C. and Greenberg, M. T. (1987). The Inventory of Parent and Peer Attachment: Relationships to well-being in adolescence. Journal of Youth and Adolescence, 16 (5), 427- 454.
  • Arnstein, R. L. (1980). The student, the family, the university and transition to adulthood. Adolescent Psychiatry, 8, 160- 172.
  • Awang, M. M., Kutty, F. M. and Ahmad, A. R. (2014). Perceived Social Support and Well Being: First-Year Student Experience in University. International Education Studies, 7 (13), 261- 270.
  • Benson, M. J., Harris, P. B. and Rogers, C. S. (1991). Identity consequences of attachment to mothers and father among the late adolescents. Journal of Research on Adolescence, 2, 187-204.
  • Berman, W. H. and Sperling, M. B. (1991). Parental attachment and emotional distress in the transition to college. Journal of Youth and Adolescence, 20, 427- 440.
  • Bowlby, J. (1979). The making and breaking of affectional bonds. London: Tavistock.
  • Bowlby, J. (2012). Bağlanma ve Kaybetme: Bağlanma (Çev. T. V. Soylu). İstanbul: Pinhan Yayıncılık. (Eserin orijinali 1969’da yayımlandı).
  • Bowlby, J. (2014). Bağlanma ve Kaybetme: Ayrılma (Çev. Müge Günay). İstanbul: Pinhan Yayıncılık. (Eserin orijinali 1973’te yayımlandı).
  • Bowlby, J. (2015). Bağlanma ve Kaybetme: Kaybetme (Çev. N. Diner ve N. Nirven). İstanbul: Pinhan Yayıncılık. (Eserin orijinali 1980’de yayımlandı).
  • Bradford, E. and Lyddon, W. (1993). Current parental attachment: Its relation to perceived psychological distress and relationship satisfaction in college students. Journal of College Student Development, 34, 256-260.
  • Brewer, M. B. and Gardner, W. (1996). Who is this “we”? Levels of collective identity and self representations. Journal of Personality and Social Psychology, 71, 83-93.
  • Bülbül, T. ve Acar-Güvendir, M. (2014). Üniversite birinci sınıf öğrencilerinin yükseköğretim yaşamına uyum düzeylerinin incelenmesi. Eğitim Bilimleri Araştırmaları Dergisi, 4 (1), 397-418.
  • Chickering, A. W. (1969). Education and Identity. San Francisco: Jossey-Bass.
  • Choy, S. P. (2001). Findings from the condition of education 2001: Students whose parents did not go to college: Postsecondary Access, Persistence, and Attainment (NCES 2001-126). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
  • Demir, İ. (2010). Ergenlik döneminde bağlanma, T. Solmuş. (Editör), Bağlanma, evlilik ve aile psikolojisi (p. 259-271). İstanbul: Sistem Yayıncılık.
  • Ercan, H. (2008). Genç yetişkinlerin aşk biçemleri ve benlik tipleri. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Ankara.
  • Ercan, H. (2011). İlişkisel-Bireyci- Toplulukçu Benlik Ölçeği’nin Psikometrik Özellikleri ve Uyarlama Çalışması. KMÜ Sosyal ve Ekonomi̇k Araştırmalar Dergi̇si, 13, (21), 37-45.
  • Ercan, H. (2013). Genç Yetişkinlerde Benlik Kurgusu Üzerine Bir Çalışma. Zeitschrift für die Welt der Türken, 5 (2), 157- 178.
  • Fanti, K. A. (2005). The Parent-Adolescent Relationship and College Adjustment over the Freshman Year. Unpublished master’s thesis, Georgia State University, Atlanta, United States.
  • Friedlander, L. J., Reid, G. J., Shupak, N. and Cribbie, R. (2007). Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University among First-Year Undergraduates. Journal of College Student Development, 48 (3), 259-274.
  • Graff, R. W. and Cooley, G. R. (1970). Adjustment of commuter and resident students. Journal of College Student Personnel, 11, 54-57.
  • Güven, M. ve Aslan. S. (2010). Ergenlerde Ayrışma Bireyleşme ile Okul Zorbalığı Arasındaki İlişkinin İncelenmesi. İnönü Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 11 (3), 125-142.
  • Haigler, V. F., Day, H. D. ve Marshall, V. V. (1995). Parental Attachment and Gender-Role Identity. Sex Roles, 33, (3), 203- 220.
  • Haltigan, J. D., Lambert, B. L., Seifer, R., Ekas, N. V., Bauer, C. R. ve Messinger, D. S. (2012). Security of attachment and quality of mother-toddler social interaction in a high-risk sample. Infant Behavior and Development, 35 (1), 83-93.
  • Harter, S. (2005). Authenticity. In C. R. Snyder and S. J. Lopez (Eds.). Handbook of positive psychology (p. 382-394). New York: Oxford University Press.
  • Henton, J., Lemke, L., Murphy, C. and Haynes, L. (1980). Crisis reaction of college freshmen as a function of family support systems. Personnel and Guidance Journal, 58, 508-510.
  • Hofstede, G. (1980). Motivation, Leadership and Organization: do American theories apply abroad? Organizational Dynamics, 9 (1), 42-63.
  • Hofstede, G. (2001). Culture’s consequences: comparing values, behaviors, institutions, and organizations across nations. Thousand Oaks CA: Sage Publications.
  • Hortaçsu, N. (1989). Targets of communication during adolescence. Journal of Adolescence, 12, 253-263.
  • Hosley, C. A. and Montemayor, R. (1997). Fathers and adolescents. In M. E. Lamb (Ed.), The role of the father in child development (p. 162-178). New York: Wiley.
  • İmamoğlu, E. O. (1998). Individualism and Collectivism in a Model and Scale of Balanced Differentiation and Integration. The Journal of Psychology, 132 (1), 95- 105.
  • İmamoğlu, E. O. (2002). Doğu-Batı kavşağında benlik: Dengeli Ayrışma-Bütünleşme Modeli. 12. Ulusal Psikoloji Kongresi, Ankara, Eylül.
  • Jordan, J. V. and Surrey, J. L. (1986). The self-in-relation: Empathy and the mother-daughter relationship. In T. Bernay and D. W. Cantor (Eds.), The psychology of today’s women: new psychoanalytic visions (p. 81-104). Hillsdale, NJ: Analytic Press.
  • Kağıtçıbaşı, Ç. (1985). A Model of Family Change through development: The Turkish family in comparative perspective. In R. Lagunes and Y. H. Poortinga (Eds.) From a different perspective: Studies of behavior across cultures, (p. 120- 135). Lisse, Netherlands: Swets and Zeitlinger.
  • Kağıtçıbaşı, Ç. (1996). Özerk-ilişkisel benlik: Yeni bir sentez. Turkish Journal of Psychology, 11, 36-43.
  • Kağıtçıbaşı, Ç. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36 (4), 403-422.
  • Kağıtçıbaşı, Ç. (2010). Benlik, Aile ve İnsan Gelişimi. (3. Baskı). İstanbul: Koç Üniversitesi Yayınları.
  • Karadayı, F. (1998). İlişkili özerklik: Kavramı, ölçülmesi, gelişimi ve toplumsal önemi, gençlere ve kültüre özgü değerlendirmeler. Adana: Çukurova Üniversitesi Basimevi.
  • Karahan, T. F., Sardoğan, M. E., Özkamalı, E. ve Dicle, A. N. (2005). Üniversite Öğrencilerinin Üniversite Yaşamına Uyum Düzeylerinin Denetim Odağı ve Atılganlık Düzeyleri Açısından İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 18, 6-15.
  • Kashima, E. S. and Hardie, E. S. (2000). The development and validation of the Relational, Individual, and Collective self- aspects (RIC) Scale. Asian Journal of Social Psychology, 3, 19-48.
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There are 69 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Gülşah Sevinç 0000-0003-3623-8830

Tülin Şener Kılınç 0000-0002-6190-5423

Publication Date October 8, 2018
Submission Date January 11, 2018
Published in Issue Year 2018 Volume: 14 Issue: 3

Cite

APA Sevinç, G., & Şener Kılınç, T. (2018). GÜVENLİ BAĞLANMA DÜZEYİ VE BENLİK KURGULARI İLE ÜNİVERSİTEYE YENİ BAŞLAYAN ÖĞRENCİLERİN UYUMU ARASINDAKİ İLİŞKİ. Eğitimde Kuram Ve Uygulama, 14(3), 306-324. https://doi.org/10.17244/eku.377465