Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme

Rıdvan Ezentaş; Buse Gizem Balci; Hilal Akbaş; Tuğba Taşdemir Alp; Zehra Akgün

TR EN

Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme

Abstract

Girişimcilik eğilimi ve bilişsel fonksiyonların analizi, geleceğin iş dünyasını biçimlendirecek gençlerin kariyer planlamalarında ve istihdam yaratma süreçlerinde stratejik bir önem taşımaktadır. Bu çalışma, meslek yüksekokulu öğrencilerinin girişimcilik alt boyutları (fırsatları değerlendirme, yenilik yapma, bağımsız olma, dışa açıklık ve risk alma) ile sağ ve sol beyin baskınlık düzeylerini çeşitli demografik ve kişisel değişkenler açısından incelemeyi amaçlamaktadır. Nicel araştırma modellerinden ilişkisel tarama deseninin benimsendiği araştırmanın çalışma grubunu, Bursa Uludağ Üniversitesi Teknik Bilimler Meslek Yüksekokulunda farklı programlarda öğrenim gören 522 öğrenci oluşturmaktadır. Veri toplama aracı olarak "Üniversite Öğrencileri Girişimcilik Ölçeği" ile "Hermann Beyin Baskınlık Analizi Formu" kullanılmıştır. Araştırma bulgularına göre; cinsiyet değişkeni açısından girişimcilik eğiliminin alt boyutlarında anlamlı bir farklılık tespit edilmezken, kadın öğrencilerin hem sağ hem de sol beyin baskınlığı puan ortalamalarının erkek öğrencilere kıyasla anlamlı derecede yüksek olduğu belirlenmiştir. Girişimcilik eğitimi alan, kendisini girişimci bir kişiliğe sahip olarak değerlendiren ve gelecekte kendi işini kurmayı hedefleyen öğrencilerin girişimcilik alt boyutları ile beyin baskınlığı puanlarının belirgin biçimde yüksek olduğu saptanmıştır. Geçmişte girişimcilik deneyimi bulunan katılımcıların ise fırsatları değerlendirme, yenilik yapma, bağımsız olma, dışa açıklık ve sağ beyin baskınlığı düzeyleri anlamlı ölçüde yüksek bulunmuştur. Ayrıca öğrencilerin kariyer hedefleri girişimciliğin tüm alt boyutlarında farklılaşmaya yol açarken, beyin baskınlıkları üzerinde istatistiksel olarak anlamlı bir etki göstermemiştir. Elde edilen sonuçlar, gençlerin girişimcilik potansiyellerinin geliştirilmesinde zihinsel baskınlık alanlarının dikkate alınmasının önemini ortaya koymaktadır.

Keywords

Entrepreneurship And Right-Brain Dominance Among Vocational College Students: An Analysis From The Perspective Of Personal Variables

Abstract

The analysis of entrepreneurial tendencies and cognitive functions holds strategic importance in the career planning and employment creation processes of young individuals who will shape the future business world. This study aims to examine vocational college students' sub-dimensions of entrepreneurship (evaluating opportunities, innovating, being independent, outward openness, and risk-taking) and their right and left brain dominance levels in terms of various demographic and personal variables. Adopting the relational survey design, a quantitative research method, the study group consists of 522 students enrolled in various programs at Bursa Uludağ University Vocational collegeof Technical Sciences. The "University Students Entrepreneurship Scale" and the "Herrmann Brain Dominance Instrument" were utilized as data collection tools. According to the research findings, while no significant difference was detected in the sub-dimensions of entrepreneurial tendency regarding the gender variable, the right and left brain dominance mean scores of female students were found to be significantly higher than those of male students. It was determined that students who received entrepreneurship education, perceived themselves as having an entrepreneurial personality, and aimed to establish their own business in the future had significantly higher scores in both entrepreneurship sub-dimensions and brain dominance levels. Participants with prior entrepreneurial experience were found to have significantly higher levels of evaluating opportunities, innovating, being independent, outward openness, and right brain dominance. Furthermore, while students' career goals caused significant differentiation across all sub-dimensions of entrepreneurship, they showed no statistically significant effect on brain dominance. The results highlight the importance of considering mental dominance areas in fostering the entrepreneurial potential of youth.

Keywords

References

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Details

Primary Language

Turkish

Subjects

Curriculum and Teaching in Economics, Business and Management, Higher Education Studies (Other)

Journal Section

Research Article

Authors

Rıdvan Ezentaş ^*
0000-0001-8619-8334
Türkiye

Buse Gizem Balci
0009-0008-5331-1298
Türkiye

Hilal Akbaş
0009-0002-4927-2536
Türkiye

Tuğba Taşdemir Alp
0009-0003-4427-4644
Türkiye

Zehra Akgün
0009-0000-0790-967X
Türkiye

Publication Date

September 30, 2026

Submission Date

August 24, 2026

Acceptance Date

September 30, 2026

Published in Issue

Year 2026 Volume: 9 Number: 3

IZ

https://izlik.org/JA77DC87RU

Cite

RIS / Bibtex

APA

Ezentaş, R., Balci, B. G., Akbaş, H., Taşdemir Alp, T., & Akgün, Z. (2026). Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, 9(3). https://izlik.org/JA77DC87RU

AMA

1.Ezentaş R, Balci BG, Akbaş H, Taşdemir Alp T, Akgün Z. Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi. 2026;9(3). https://izlik.org/JA77DC87RU

Chicago

Ezentaş, Rıdvan, Buse Gizem Balci, Hilal Akbaş, Tuğba Taşdemir Alp, and Zehra Akgün. 2026. “Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme”. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi 9 (3). https://izlik.org/JA77DC87RU.

EndNote

Ezentaş R, Balci BG, Akbaş H, Taşdemir Alp T, Akgün Z (September 1, 2026) Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi 9 3

IEEE

[1]R. Ezentaş, B. G. Balci, H. Akbaş, T. Taşdemir Alp, and Z. Akgün, “Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme”, Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, vol. 9, no. 3, Sept. 2026, [Online]. Available: https://izlik.org/JA77DC87RU

ISNAD

Ezentaş, Rıdvan - Balci, Buse Gizem - Akbaş, Hilal - Taşdemir Alp, Tuğba - Akgün, Zehra. “Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme”. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi 9/3 (September 1, 2026). https://izlik.org/JA77DC87RU.

JAMA

1.Ezentaş R, Balci BG, Akbaş H, Taşdemir Alp T, Akgün Z. Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi. 2026;9. Available at https://izlik.org/JA77DC87RU.

MLA

Ezentaş, Rıdvan, et al. “Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme”. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, vol. 9, no. 3, Sept. 2026, https://izlik.org/JA77DC87RU.

Vancouver

1.Rıdvan Ezentaş, Buse Gizem Balci, Hilal Akbaş, Tuğba Taşdemir Alp, Zehra Akgün. Meslek Yüksekokulu Öğrencilerinde Girişimcilik Ve Beyin Baskınlığı: Kişisel Değişkenler Açısından Bir İnceleme. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi [Internet]. 2026 Sep. 1;9(3). Available from: https://izlik.org/JA77DC87RU

In accordance with the integration of disciplines, it is to disseminate studies that consider Science, Mathematics, Entrepreneurship and Technology education together and to contribute to the formation of the infrastructure of the skills required by the 21st century.

Understanding that scientific activities cannot be done with the knowledge and skills of a single discipline, has become a paradigm that dominates the education world in recent years. When the rationales behind this paradigm are examined, single-disciplinary studies in science education can not solve big problems in practice and every year new skills are added to the skills that are thought to be developed to students in schools to overcome these big problems. One of the reasons for this understanding to attract the attention of all countries is their anxiety towards future economic development. Societies with good engineers are aware that their technological advances and economic development are also good. In this process, the main concern is that high school graduates who do not have academic knowledge and real life skills are not able to improve themselves in universities; this will pose great risks for countries in the future in technological and economic development.

When we examine our current educational situation in schools; It is understood that almost all of the courses in the program are concentrated in a single discipline, and the courses are taught with an algorithmic teaching approach, and the information presented in schools is not directed towards educating skilled individuals who can solve serious problems of the society. ıt is emphasized the education policies of the modern world to overcome this problem; increasing interest, curiosity and concentration in school knowledge, highlighting students' imaginations and creativity, being active in learning environments, associating school subjects with life and bringing all these activities together with disciplines should be formed into an integrated understanding. If this understanding is realized, 21st century skills will come out of theory and become meaningful in practice. It shows that the societies that develop 21st century skills will develop new products and new technologies and based on this, new professions and new markets will emerge. Therefore, we look forward to your research articles on science, mathematics, entrepreneurship and technology education carried out in the field of educational sciences (pre-school, elementary school, secondary school, high school, education faculty and other education stakeholders) to be evaluated in our online journal "Science, Mathematics, Entrepreneurship and Technology Education" which has recently started publishing. We would like you to know that interdisciplinary studies will be given priority.

FMGT Education Magazine is a refereed journal and is published three times a year. Research articles to be sent to the journal can be written in Turkish or English.

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Ethical Principles and Publication Policy
Publication Ethics

The publication processes implemented in the Journal of Science, Mathematics, Entrepreneurship and Technology Education constitute the basis for the development and distribution of knowledge in an impartial and respectful manner. The processes implemented in this direction directly reflect on the quality of the work of the authors and the institutions that support the authors. Peer-reviewed studies are studies that embody and support the scientific method. At this point, it is important for all stakeholders of the process (authors, readers and researchers, publisher, referees and editors) to comply with the standards regarding ethical principles. Within the scope of the publication ethics of the Journal of Science, Mathematics, Entrepreneurship and Technology Education, all stakeholders are expected to carry the following ethical responsibilities.

The ethical duties and responsibilities listed below were prepared by taking into account the guidelines and policies published by the Committee on Publication Ethics (COPE) as open access.

Authors' Ethical Responsibilities

Author(s) who submit a study to the Journal of Science, Mathematics, Entrepreneurship and Technology Education are expected to comply with the following ethical responsibilities:

1-Originality: The studies submitted by the author(s) are expected to be original. If the author(s) benefit from or use other studies, they must refer to and/or quote them completely and accurately.

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8-Author Change: It is not possible to propose a change in the author responsibilities of a study whose evaluation process has started (such as adding an author, changing the order of authors, removing authors).

Publication Policy

1-Published Studies: Articles that are stated or determined to have been published elsewhere will not be published. The authors are responsible for the legal consequences that may arise in the context of copyrights of previously published but not specified articles.

2-Copyrights: The copyright of published articles within Turkey belongs to FMGT Education Journal, and the legal and scientific responsibilities belong to the authors.

3-Quoting: Articles published in FMGT Education Journal can only be quoted by citing the source. Persons or organizations that quote and publish any distortions that may occur in the content of the article are legally responsible.

4-Evaluation Process: Articles sent after the article registration to FMGT Education Journal are first evaluated by the editorial board. Articles that do not comply with the journal's objectives are not evaluated.

5-Article Edits: The editorial board may change the words it deems necessary in the article.

6-Referee Evaluation: Articles deemed appropriate by the editorial board are sent to two separate referees. Authors are not informed about the identities of the referees who evaluated their article, nor are referees informed about who the submitted article belongs to.

7- Publishable Article Decision: Articles that can be published are determined by the relevant section editor based on the recommendations of the referees. If the number of articles that the section editors find publishable exceeds the total number of articles to be published in that issue, the Editorial Board decides which articles will be published. If necessary, articles can be sent to more than two referees.

8- Rejection Decision: Articles that are not deemed appropriate by both referees will not be published. If only one of the referees finds it inappropriate, the final decision will be made by the journal editor.

9- Correction Requests: The referee criticisms regarding an article that is deemed publishable, provided that it is corrected, will be notified to the author(s). It is essential that the opinions, suggestions and justifications stated by the referees are taken into consideration by the author(s) and that any necessary corrections are made. The final corrected version of the article will be submitted to the editor within twenty days.