ÖĞRETMENLERN SOSYAL-DUYGUSAL DESTEK DAVRANIŞLARI VE ÖĞRENCİLERİN ALGILADIĞI ÖĞRENME DÜZEYİ

Year 2009, Volume: 1 Issue: 26, 15 - 27, 01.06.2009

Adem Sultan Turanlı

Abstract

Bu çalışmanın amacı, öğretmenlerin sosyal-duygusal destek davranışlarıyla bu davranışların, öğrencilerin kendi öğrenme miktarlarına dair algıları üzerindeki etkilerini incelemektir. Bu amaç doğrultusunda öğretmenlerin sosyal-duygusal destek davranışlarını ve öğrencilerin algıladığı öğrenme düzeylerini belirlemek için 12 maddelik bir anket kullanıldı. Veriler, 58 öğretmenin sosyal duygusal destek davranışlarını belirlemek üzere 1200’den fazla öğrenciden elde edildi. Faktör analizi ve güvenilirlik testleri, anketin tek faktörlü bir ölçek olarak kullanılabileceğini ve regresyon analizi, öğretmenin destek davranışlarının algılanan öğrenme miktarını kestirmede kullanılabileceğini gösterdi. Öğrenciler gereken desteği aldığında daha çok öğrendiklerini düşünmektedirler. Son olarak bu araştırma, öğretmenler arasında sosyal-duygusal destek davranışları açısından farklılıklar olduğunu ortaya koydu: daha yüksek öğrenme algısına sahip olan öğrencilerin öğretmenlerinin, sosyal duygusal destek davranışlarını daha fazla sergiledikleri görüldü.

Keywords

Algılanan öğrenme miktarı, sosyal-duygusal destek, öğretmen davranışları

TEACHERS’ BEHAVIORS OF SOCIAL-EMOTIONAL SUPPORT AND STUDENTS ’ PERCEIVED AMOUNT OF LEARNING (PAL)

Abstract

This study aimed to identify the relationships between teachers ’ behaviors of social- emotional support and their effects on students! perceptions about their learning. A 12-item questionnaire was used to measure teachers ı behaviors of social-emotional support and their students ’ perceived amount of learning (PAL). The data were gathered from over 1200 students about 58 teachers ı behaviors of social-emotional support. Factor analysis and tests of reliability indicated that the 12-item questionnaire could be used as a one-factor scale. Regression analysis indicated that teachers ı behaviors of support can very strongly predict students ı perceived amount of learning (PAL). When teachers support their students, students feel they learn more. Finally, the study showed that teachers differ in terms of their behaviors of social-emotional support: it was seen that the teachers of the students who have higher perceived amount of learning tend to exert behaviors of social-emotional support more often.

Keywords

Perceived amount of learning, social-emotional support, teacher behaviors

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