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Öğretmen Adaylarının Olumlu Sosyal ve Saldırgan Davranış Eğilimlerinin İncelenmesi

Year 2013, Issue: 3, 236 - 243, 01.12.2013

Abstract

Araştırmanın amacı, Doğu Anadolu Bölgesi’nde bir üniversitenin eğitim fakültesinde öğrenim görmekte olan 586 son sınıf öğrencisinin olumlu sosyal ve saldırgan eğilimlerinin, cinsiyet ve çocuklukta tanık olunan ebeveynler arası şiddetle ilişkisini incelemektir. Araştırma, tarama modelinde olup, katılımcılara sosyo-demografik anket, ‘Olumlu Sosyal Davranış Yönelimi Ölçeği’ ve ‘Saldırganlık Ölçeği’ uygulanmıştır. Uygulanan istatistiksel teknikler betimsel istatistikleri, tek yönlü varyans analizini ve bağımsız gruplar için t testini içermektedir. Sonuç olarak, cinsiyetin ve çocukluk yıllarında ebeveynler arası yaşanan şiddete tanık olma durumunun öğrencilerin olumlu sosyal ve saldırgan eğilimlerini etkilediği görülmektedir

References

  • Amato, P. R. (2005). The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. The Future of Children, 15(2), 75–96.
  • Bayraktar, F., Kındap, Y., Kumru, A., & Sayıl, M. (2010). Olumlu sosyal davranışlar ölçeği’nin ergen örnekleminde psikometrik incelenmesi. Türk Psikoloji Yazıları, 13(26), 1-17.
  • Berry, D. & O’Connor, E. (2010). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology, 31(1), 1-14.
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bohlin, G. & Hagekull, B. (2009). Socio-emotional development: From infancy to young adulthood. Scandinavian Journal of Psychology, 50, 592-601.
  • Bronfenbrenner, U. (1974). Is early intervention effective? Teachers College Record, 76(2), 279–303.
  • Buss, A.H. & Perry, M. (1992). The aggression questionnaire, Journal of Personality and Social Psychology, 63, 452-459.
  • Buss, A.H. & Warren W.L. (2000). The aggression questionnaire manual, Los Angeles: Western Psychological Services.
  • Can, S. (2002). “Aggression Questionary” adlı ölçeğin Türk populasyonunda geçerlilik ve güvenirlilik çalışması. Uzmanlık Tezi, GATA Haydarpaşa Psikiyatri Servisi, Ankara.
  • Carlo, G., Hausmann, A., Christiansen, S., & Randall, B. R. (2003). Sociocognitive and Behavioral Correlates of a Measure of Prosocial Tendencies for Adolescents. Journal of Early Adolescence, 23(1), 107-34.
  • Carlo, G., McGinley, M., Hayes, R., Batenhorst, C., & Wilkinson, J. (2007). Parenting styles or practices? Parenting, sympathy, and prosocial behaviors among adolescents, Journal of Genetic Psychology, 168(2), 147-176.
  • Carlo, G. & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31, 31-44.
  • Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17, 52–86.
  • Crick, N. R. & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710-722.
  • Eisenberg, N. & Fabes, R. A. (1998). Prosocial development. In N. Eisenberg & W. Damon (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 701–778). New York: Wiley.
  • Eisenberg, N., Guthrie, I. K., Cumberland, A., Murphy, B. C., Shepard, S. A., Zhou, Q., & Carlo, G. (2002). Prosocial development in early adulthood: A longitudinal study, Journal of Personality and Social Psychology, 82(6), 993-1006.
  • Erel, O. & Burman, B. (1995). Interrelatedness of marital relations and parent-child relations: A meta-analytic review. Psychological Bulletin, 118, 108–132.
  • Ladd, G. W. & Profilet, S. M. (1996). The child behavior scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors, Developmental Psychology, 32(6), 8-24.
  • Hamre, B. K. & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.
  • Hastings, P. D., Zahn-Waxler, C., Robinson, J., Usher, B., & Bridges, D. (2000). The development of concern for others in children with behavior problems. Developmental Psychology, 36, 531–546.
  • Hastings, P. D., Rubin, K. H., & DeRose, L. (2005). Links among gender, inhibition, and parental socialization in the development of prosocial behavior. Merrill-Palmer Quarterly, 51, 501–527.
  • Hastings, P. D., Zahn-Waxler, C., & McShane, K. (2005). We are, by nature, moral creatures: Biological bases of concern for others. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 483–516). Mahwah, NJ: Erlbaum.
  • Hastings, P. D., Utendale W.T., & Sullivan, C. (2006). The socialization of prosocial development. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research. New York: Guilford Press.
  • Howes, C. (2000). Social– emotional classroom climate in child care, child–teacher relationships and children’s second grade peer relations. Social Development, 9, 191–204.
  • Kumru, A., Carlo, G., & Edwards, C. P. (2004). Olumlu sosyal davranışların ilişkisel, kültürel, bilişsel ve duyuşsal bazı değişkenlerle ilişkisi. Türk Psikoloji Dergisi, 19(54),109-125.
  • Laible, D., Carlo, G., Torquati, J., & Ontai, L. (2004). Children’s perceptions of family relationships as assessed in a doll story completion task: Links to parenting, social competence, and externalizing behavior. Social Development, 13, 551–569.
  • Lopez, N. L., Bonenberger, J. L., & Schneider, H. G. (2001). Parental disciplinary history, current levels of empathy, and moral reasoning in young adults. North American Journal of Psychology, 3, 193–204.
  • Miller, P. A. & Eisenberg, N. (1988). The relation of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103, 324–344.
  • Patterson, G. R. (2002). The early development of coercive family processes. In J. B. Reid, G. R. Patterson, & J. Snyder (Eds.) Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 25–44).
  • Washington, DC: American Psychological Association. Penner, L. A. & Finkelstein, M. A. (1998). Dispositional and structural determinants of volunteerism. Journal of Personality and Social Psychology, 74, 525-537.
  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Journal of Applied Developmental Science, 9, 144–159.
  • Pianta, R. C., Rimm-Kaufman, S. E., Cox, M. J. (1999). Introduction: An ecological approach to kindergarten transition. İçinde R. C. Pianta, ve M. J. Cox (Ed.),The transition to kindergarten (s. 3-12) Baltimore: Brookes.
  • Pratt, M.W., Skoe, E. E., & Arnold, M. L. (2004). Care reasoning development and family socialisation patterns in later adolescence: A longitudinal analysis. International Journal of Behavioral Development, 28, 139–147.
  • Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children’s sociable and aggressive behavior with peers: A comparison of the US and Australian, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 74–86.
  • Sameroff, A. J. & Fiese, B. H. (2000). Models of development and developmental risk. In C. H. Zeanah Jr. (Ed.), Handbook of infant mental health (2nd ed., pp. 3–19). New York, NY: Guilford.
  • Trommsdorff, G., Friedmeier, W., & Mayer, B. (2007). Sympathy, distress, and prosocial behavior of preschool children in four cultures, International Journal of Behavioral Development, 31(3), 284-293.
  • Yağmurlu, B., Sanson, A., & Köymen, S. B. (2005). Ebeveynlerin ve çocuk mizacının olumlu sosyal davranış gelişimine etkileri: Zihin kuramının belirleyici rolü, Türk Psikoloji Dergisi, 20(55). 1-20.

Examination of the Prosocial and Aggressive Tendencies of Preservice Teachers

Year 2013, Issue: 3, 236 - 243, 01.12.2013

Abstract

The purpose of the study was to investigate the relationship between gender and the witnessed interparental violence during childhood and the prosocial and aggressive tendencies of 586 senior class students enrolled at the faculty of education of a university at the Eastern Anatolian Region. The research is a survey model and a socio-demographic survey, and ‘Prosocial Behavior Tendency Scale’ and ‘Aggressiveness Scale’ were applied to the participants. The applied statistical techniques included descriptive statistics, one-way ANOVA, and t test for independent groups. In conclusion, it is stated that gender and witnessed interparental violence were to affect the prosocial and aggressive tendencies of the participants

References

  • Amato, P. R. (2005). The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. The Future of Children, 15(2), 75–96.
  • Bayraktar, F., Kındap, Y., Kumru, A., & Sayıl, M. (2010). Olumlu sosyal davranışlar ölçeği’nin ergen örnekleminde psikometrik incelenmesi. Türk Psikoloji Yazıları, 13(26), 1-17.
  • Berry, D. & O’Connor, E. (2010). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology, 31(1), 1-14.
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bohlin, G. & Hagekull, B. (2009). Socio-emotional development: From infancy to young adulthood. Scandinavian Journal of Psychology, 50, 592-601.
  • Bronfenbrenner, U. (1974). Is early intervention effective? Teachers College Record, 76(2), 279–303.
  • Buss, A.H. & Perry, M. (1992). The aggression questionnaire, Journal of Personality and Social Psychology, 63, 452-459.
  • Buss, A.H. & Warren W.L. (2000). The aggression questionnaire manual, Los Angeles: Western Psychological Services.
  • Can, S. (2002). “Aggression Questionary” adlı ölçeğin Türk populasyonunda geçerlilik ve güvenirlilik çalışması. Uzmanlık Tezi, GATA Haydarpaşa Psikiyatri Servisi, Ankara.
  • Carlo, G., Hausmann, A., Christiansen, S., & Randall, B. R. (2003). Sociocognitive and Behavioral Correlates of a Measure of Prosocial Tendencies for Adolescents. Journal of Early Adolescence, 23(1), 107-34.
  • Carlo, G., McGinley, M., Hayes, R., Batenhorst, C., & Wilkinson, J. (2007). Parenting styles or practices? Parenting, sympathy, and prosocial behaviors among adolescents, Journal of Genetic Psychology, 168(2), 147-176.
  • Carlo, G. & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31, 31-44.
  • Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17, 52–86.
  • Crick, N. R. & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710-722.
  • Eisenberg, N. & Fabes, R. A. (1998). Prosocial development. In N. Eisenberg & W. Damon (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 701–778). New York: Wiley.
  • Eisenberg, N., Guthrie, I. K., Cumberland, A., Murphy, B. C., Shepard, S. A., Zhou, Q., & Carlo, G. (2002). Prosocial development in early adulthood: A longitudinal study, Journal of Personality and Social Psychology, 82(6), 993-1006.
  • Erel, O. & Burman, B. (1995). Interrelatedness of marital relations and parent-child relations: A meta-analytic review. Psychological Bulletin, 118, 108–132.
  • Ladd, G. W. & Profilet, S. M. (1996). The child behavior scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors, Developmental Psychology, 32(6), 8-24.
  • Hamre, B. K. & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.
  • Hastings, P. D., Zahn-Waxler, C., Robinson, J., Usher, B., & Bridges, D. (2000). The development of concern for others in children with behavior problems. Developmental Psychology, 36, 531–546.
  • Hastings, P. D., Rubin, K. H., & DeRose, L. (2005). Links among gender, inhibition, and parental socialization in the development of prosocial behavior. Merrill-Palmer Quarterly, 51, 501–527.
  • Hastings, P. D., Zahn-Waxler, C., & McShane, K. (2005). We are, by nature, moral creatures: Biological bases of concern for others. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 483–516). Mahwah, NJ: Erlbaum.
  • Hastings, P. D., Utendale W.T., & Sullivan, C. (2006). The socialization of prosocial development. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research. New York: Guilford Press.
  • Howes, C. (2000). Social– emotional classroom climate in child care, child–teacher relationships and children’s second grade peer relations. Social Development, 9, 191–204.
  • Kumru, A., Carlo, G., & Edwards, C. P. (2004). Olumlu sosyal davranışların ilişkisel, kültürel, bilişsel ve duyuşsal bazı değişkenlerle ilişkisi. Türk Psikoloji Dergisi, 19(54),109-125.
  • Laible, D., Carlo, G., Torquati, J., & Ontai, L. (2004). Children’s perceptions of family relationships as assessed in a doll story completion task: Links to parenting, social competence, and externalizing behavior. Social Development, 13, 551–569.
  • Lopez, N. L., Bonenberger, J. L., & Schneider, H. G. (2001). Parental disciplinary history, current levels of empathy, and moral reasoning in young adults. North American Journal of Psychology, 3, 193–204.
  • Miller, P. A. & Eisenberg, N. (1988). The relation of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103, 324–344.
  • Patterson, G. R. (2002). The early development of coercive family processes. In J. B. Reid, G. R. Patterson, & J. Snyder (Eds.) Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 25–44).
  • Washington, DC: American Psychological Association. Penner, L. A. & Finkelstein, M. A. (1998). Dispositional and structural determinants of volunteerism. Journal of Personality and Social Psychology, 74, 525-537.
  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Journal of Applied Developmental Science, 9, 144–159.
  • Pianta, R. C., Rimm-Kaufman, S. E., Cox, M. J. (1999). Introduction: An ecological approach to kindergarten transition. İçinde R. C. Pianta, ve M. J. Cox (Ed.),The transition to kindergarten (s. 3-12) Baltimore: Brookes.
  • Pratt, M.W., Skoe, E. E., & Arnold, M. L. (2004). Care reasoning development and family socialisation patterns in later adolescence: A longitudinal analysis. International Journal of Behavioral Development, 28, 139–147.
  • Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children’s sociable and aggressive behavior with peers: A comparison of the US and Australian, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 74–86.
  • Sameroff, A. J. & Fiese, B. H. (2000). Models of development and developmental risk. In C. H. Zeanah Jr. (Ed.), Handbook of infant mental health (2nd ed., pp. 3–19). New York, NY: Guilford.
  • Trommsdorff, G., Friedmeier, W., & Mayer, B. (2007). Sympathy, distress, and prosocial behavior of preschool children in four cultures, International Journal of Behavioral Development, 31(3), 284-293.
  • Yağmurlu, B., Sanson, A., & Köymen, S. B. (2005). Ebeveynlerin ve çocuk mizacının olumlu sosyal davranış gelişimine etkileri: Zihin kuramının belirleyici rolü, Türk Psikoloji Dergisi, 20(55). 1-20.
There are 37 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Özlem Gözün Kahraman This is me

Gökçe Kurt This is me

Publication Date December 1, 2013
Published in Issue Year 2013 Issue: 3

Cite

APA Gözün Kahraman, Ö., & Kurt, G. (2013). Öğretmen Adaylarının Olumlu Sosyal ve Saldırgan Davranış Eğilimlerinin İncelenmesi. Yükseköğretim Ve Bilim Dergisi(3), 236-243.
AMA Gözün Kahraman Ö, Kurt G. Öğretmen Adaylarının Olumlu Sosyal ve Saldırgan Davranış Eğilimlerinin İncelenmesi. J Higher Edu Sci. December 2013;(3):236-243.
Chicago Gözün Kahraman, Özlem, and Gökçe Kurt. “Öğretmen Adaylarının Olumlu Sosyal Ve Saldırgan Davranış Eğilimlerinin İncelenmesi”. Yükseköğretim Ve Bilim Dergisi, no. 3 (December 2013): 236-43.
EndNote Gözün Kahraman Ö, Kurt G (December 1, 2013) Öğretmen Adaylarının Olumlu Sosyal ve Saldırgan Davranış Eğilimlerinin İncelenmesi. Yükseköğretim ve Bilim Dergisi 3 236–243.
IEEE Ö. Gözün Kahraman and G. Kurt, “Öğretmen Adaylarının Olumlu Sosyal ve Saldırgan Davranış Eğilimlerinin İncelenmesi”, J Higher Edu Sci, no. 3, pp. 236–243, December 2013.
ISNAD Gözün Kahraman, Özlem - Kurt, Gökçe. “Öğretmen Adaylarının Olumlu Sosyal Ve Saldırgan Davranış Eğilimlerinin İncelenmesi”. Yükseköğretim ve Bilim Dergisi 3 (December 2013), 236-243.
JAMA Gözün Kahraman Ö, Kurt G. Öğretmen Adaylarının Olumlu Sosyal ve Saldırgan Davranış Eğilimlerinin İncelenmesi. J Higher Edu Sci. 2013;:236–243.
MLA Gözün Kahraman, Özlem and Gökçe Kurt. “Öğretmen Adaylarının Olumlu Sosyal Ve Saldırgan Davranış Eğilimlerinin İncelenmesi”. Yükseköğretim Ve Bilim Dergisi, no. 3, 2013, pp. 236-43.
Vancouver Gözün Kahraman Ö, Kurt G. Öğretmen Adaylarının Olumlu Sosyal ve Saldırgan Davranış Eğilimlerinin İncelenmesi. J Higher Edu Sci. 2013(3):236-43.