The Perceptions of Tendency to Crime’s High School Students Regarding Their Family

Year 2015, Volume: 17 Issue: 1, 282 - 294, 23.07.2015

Sevda Aslan

https://doi.org/10.17556/jef.88333

Abstract

The aim of this study is to determine the perceptions regarding committing crime and tendency to crime high school students’ family. The data was gathered from 142 students from five high school students in the spring term of 2011-2012 academic term. Developed by Türker (1977), the Disadvantaged Students Form with respect to Socioeconomic was used as a data collection instrument. The frequencies and percentages of the answers in relation to the form were calculated. In conclusion, It was found that, regarding the perception of committing crime and tendency to crime high school students with relationships their family, students’ most positive perceptions were related to their family trust that their opinion, decision and behaviour which they will choose and do the most suitable theirselves, being interested in their course’s success by family, trusting their behaviour far away from home by family

Keywords

Tendency to crime, High School Student, Family, Perception

Suça Eğilimi Olan Lise Öğrencilerinin Ailelerine İlişkin Algıları

Abstract

Bu araştırmanın amacı, suça itilmiş ve suça eğilimli olan lise öğrencilerinin ailelerine ilişkin algılarının belirlenmesidir. Veriler, 2011-2012 öğretim yılı bahar döneminde beş lisede öğrenim görmekte olan 142 öğrenciden elde edilmiştir. Bu araştırmada, veri toplama aracı olarak Türker (1977) tarafından geliştirilmiş olan Sosyoekonomik Bakımdan Dezavantajlı Öğrenciler Formu kullanılmıştır. Forma verilen cevaplara ilişkin frekans ve yüzdeler hesaplanacaktır. Sonuçta suça itilmiş ve suça eğilimli olan lise öğrencilerinin aileleriyle ilişkilerine ilişkin en olumlu algılamalarının ailenin kendileriyle ilgili düşünce, karar ve davranışlardan en uygun olanları seçeceğine ve en doğruyu yapacağına güvenmesi, ailenin derslerdeki başarı durumuyla ilgilenmesine ve evden uzakta kalındığında doğru hareket edileceğine anne ve babaların güvenmelerine ait olduğu görülmektedir.

Keywords

Suça Eğilim, Lise Öğrencisi, Aile, Algı

References

• Alexander, K. L., Entwisle, D. R., & Dauber, S. (2002). On the success of failure: A reassessment of the effects of retention in the primary grades. (2nd.ed.). New York: Cambridge University Press.
• Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78, 233–249.
• -
• Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96, 723–730.
• Entwisle, D. R. (1995). The role of schools in sustaining early childhood program benefits. Future of Children, 5, 133–144.
• Entwisle, D. R., & Alexander, K. L. (1989). Early schooling as a “critical period” phenomenon. K. K. Namboodiri & R. G. Corwin (Eds.), Sociology of education and socialization (pp. 27-55). Greenwich : JAI Press.
• -
• Falbo, T., Lein, L., & Amador, N. A. (2001). Parental involvement during the transition to high school. Journal of Adolescent Research, 16, 511–529.
• Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teacher’s College Record, 97, 310–331.
• Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–110.
• Kahl, J. A. (1967). Educational and occupational aspiration of common man boys. J. I. Roberts (Ed.), School children in the urban slum (pp. 301-302). New York: The Free Press.
• Karasar, N. (2003). Bilimsel araştırma yöntemi-kavramlar, ilkeler, teknikler. 12. Baskı. Ankara: Nobel Yayın Dağıtım.
• Kılıçcı, Y. (2000). Okulda ruh sağlığı. Ankara: Anı Yayıncılık.
• Muller, C. (1993). Parental involvement and academic achievement: An analysis of family resources available to the child. B. Schneider & J. S. Coleman (Eds.), Parents, their children, and schools (pp. 77–113). Boulder: Westview Press.
• Sui-Chi, E. H., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69, 126–147.
• Türker, A. V. (1977). Ankara’daki üç lisede sosyo-ekonomik bakımdan avantajsız öğrencilerin çeşitli özellikleri ve bellibaşlı eğitim ve rehberlik sorunları. Hacettepe Üniversitesi Yayınları C-19, Ankara: Ayyıldız Matbaası.
• Veland, J., Midthassel, U. V., & Idsoe, T. (2009). Perceived socio-economic status and social inclusion in school: Interactions of disadvantages. Scandinavian Journal of Educational Research, 53(6), 515-531.
• Weiner, M., & Murray, W. (1967). Another look at the culturally deprived and their levels of aspiration. J. I. Roberts (Ed.), School children in the urban slum (pp. 295). New York: The Free Press.