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AKADEMİK BAŞARININ YORDAYICISI OLARAK GÜNDELİK SIKINTILAR VE SOSYAL DESTEK

Year 2006, Volume: 30 Issue: 30, 258 - 267, 01.06.2006

References

  • Albayrak—Kaymak, D. (1987). Sınav kaygısı envanterinin Türkçe" formunun oluşturulması ve güvenirliği. Psikoloji Dergisi. 6 (21), 55-62.
  • Can, G. (1992). Akademik Başansızlık ve Onlenmesi. Anadolu Universitesi Eğitim Fakültesi Yayınlan, Noz3, Eskişehir.
  • Chamberlain, K., & Zika, S. (1990). The minor events approach to stress: Support for the used daily hassles. British Journal of Psychology, 81 , 469-48 1 .
  • ChristensonS.L., Rounds, T., & Gomey, D. (1992). Family factors and student achievement: An avenueto increase students’ success. Scho— ol Psychology Quart, 7, 178-206.
  • Compas, BB., Howell, D.C., Phares, V., Williams, R.A., & Ledoux, N. (1989). Parent and child stres and symptoms: An integrative analy— sis. Developmental Psychology, 25, 550-559.
  • Demir, A. (1990). Üniversite Öğrencilerinin Yalnızlık Düzeylerini Etkileyen Bazı Etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacette- pe Üniversitesi.
  • Dunkley, D. M. & Blankstein, K. R. (2000). Self-critical perfectionism, coping, hassles, and current distress: A structual equation modeling approach. Cognitive Therapy and Research, 24 (6), 713-730.
  • Epstein, J .L. (1991). Effects on student achievement of teachers’ practices of parent involvement. Advances in Reading/Language Research: Literacy through family, community, and school interaction, Greenwich, CT, JA Press, 5, 261-276.
  • Ergene, T. & Yıldırım, l. (2004). Üniversite adaylarının depresyon düzeyleri. Psikiyatri Psikoloji ve Psikofarmakoloji Dergisi,]2 (2), 91-100.
  • Eski, R. (1980) Genel Yetenek Psikolojik Ayrışıklık ve Akademik Başarı Arasındaki İlişki. Yayınlanmamış doktora tezi. Ankara: Hacettepe Universitesi.
  • Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1-22.
  • Güngör, A. (1989). Lise öğrencilerinin özsaygı düzeylerini etkileyen etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacettepe Üniversitesi.
  • Holahan, C. K., & Holahan, C. J. (1987). Life stress, hassles, and self-efŞcacy in aging: A replication and extension. Journal of Applied So- cial Psychology, 17, 574-592.
  • Holm, J. E., & Holroyd, K. A. (1992). The daily hassles scale (revised): does it measure stress or symptoms? Behav Assess, 14, 465—482.
  • lshiyama, F. L. (1984). Shyness: Anxious social sensitivity and self-isolating tendency. Journal of Adolescence, 76, 903-911.
  • Kanner, A. D., Coyne, ]. C.. Schaeffer, C., Lazarus, R. S. (1981). Comparison of two modes of stress management: daily hassles and uplifts versus major life events. Journal of Behavioural Medicine, 4: 1-39.
  • Kohn, P. M., Lafreniere, K., & Gurevich, M. (1990). The inventory of college student’s recent life experiences: A docantaminated hassles sca- le for a special population. Journal of Behavioural Medicine, 13, 619-630.
  • Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment?. Child Development, 61 , 1081-1100.
  • Lazarus, R. S, Folkman, S. (1984). Tress, appraisal, and coping. Springer: New York.
  • Lazarus, R. S. (1984). Puzzles in the study of daily hassles. Journal of Behavioural Medicine, 7, 375-389.
  • Lopez, E. J .. Ehly, S., & Vazquez, E. G. (2002). Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study. Psychology in the Schools, 39 (3), 245-257.
  • Malecki, C. K., & Elliott, S. N. (1999). Adolescents’ ratings of perceived social support and ıts importance: Validation of the Student Social Support Scale. Psychology in the School, 36 (6), 473—483.
  • Mallinckrodt, B. (1988). Students retention, social support, and dropout intention: Comparison of black and white students. Journal of Co— unseling Psychology, 129 (1), 60-64.
  • Mallinckrodt, B. (1992). Childhood emotional bonds with parents, development of adult social competencies, and availability of social sup- port. Journal of Counseling Psychology, 39 (4), 453—461 .
  • Maybery, DJ .. & Graham, D. (2001). Hassles and uplifts: including anterpersonal events. Stress and Health. 17: 91—104.
  • Morrison, G. M., John, L., Stephanie, S. M., Douglas, C. 8., & Keith, W. (1997). Sources of support for school-related issues: Choices of His— panic adolescents varying in migrant status. Journal of Youth and Adolescence, 26 (2), 233-251.
  • Moulds, J. D. (2003). Stress manifestation in high school students: An Australian sample. Psychology in the Schools, 40 (4) 391-402.
  • Osseiran-Waines, N. & Almacian, S. (1994) Types of social support: Relation to stress and acedemic achievement among prospective teac— hers. Canadian Journal of Behavioural Science, 26(1), 1-20.
  • Öner, N. (1990). Sınav Kaygısı Envanteri Elkitabı. İstanbul: YÖRET Yayınlan.
  • Özgüven, İ. E. (1974). Akademik Başanyı Etkileyen Zihinsel Olmayan Faktörler. Ankara.
  • Peterson, J. L., Folkman, S., & Bakeman, R. (1996). Stress, coping, HlV status, psychosocial resources, and depressive moodin African Ame— rican gay, bisexual, and heterosexual men. American Journal of Community Psychology, 24, 461—487.
  • Ponzetti, J., Gate, R. M. (1981). Sex differences in the relationship between loneliness and academic performance. Psychological Reports, 48. 759-768.
  • Roberts, S. M. (1995). Applicability of the goodness-of—Şt hypothesis to coping with daily hassles. Psychological Reports, 77, 943—954.
  • Sim, H. (2000). Relationship of daily hassles and social support to depression and antisocial behavior among early adolescents. Journal of Youth and Adolescence, 29 (6), 647-659.
  • Singh, K., Bickley, P.G., Trivette, P., Keith, T. Z.. Keith, P. B., & Anderson, E. (1995). The effects of four components of parental involve- ment on eighth —grade student achievement : Structural analysis of NELS-88 data. School Psychological Review, 24, 299-317.
  • Vollrath, M. (2000). Personality and hassles among university students: A three-year longitudinal study. European Journal of Personality, 14, 199-215.
  • Yıldırım, l. (1999). Sosyal destek programının etkililiği: Deneysel bir çalışma. Eğitim ve Bilim, 23 (113), 66-73.
  • Yıldırım, 1. (1998). Akademik başarı düzeyleri farklı olan lise öğrencilerinin sosyal destek düzeyleri. Psikolojik Danışma ve Rehberlik Der- gisi, 2 (9), 33-38.
  • Yıldırım, 1. (2000). Akademik başannın yordayıcısı olarak sınav kaygısı ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi. 18, 167.176.
  • Yıldırım, İ. (2004c). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi, 27, 241—250.
  • Yıldınm, l. (2004a). Gündelik sıkıntılar ölçeğinin geliştirilmesi. Eğitim Araştırmaları (Eurasian Journal of Educational Research), 15, 122- 131 .
  • Yıldırım, l. (2004b). Algılanan sosyal destek ölçeğinin revizyonu. Eğitim Araştırmaları (Eurasian Journal of Educational Research ). 17, 221 - 236.
  • Yıldırım. 1. & Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranış- lar ve sosyal destek; Hacettepe Eğitim Fakültesi Dergisi, 25. 224-234.
Year 2006, Volume: 30 Issue: 30, 258 - 267, 01.06.2006

References

  • Albayrak—Kaymak, D. (1987). Sınav kaygısı envanterinin Türkçe" formunun oluşturulması ve güvenirliği. Psikoloji Dergisi. 6 (21), 55-62.
  • Can, G. (1992). Akademik Başansızlık ve Onlenmesi. Anadolu Universitesi Eğitim Fakültesi Yayınlan, Noz3, Eskişehir.
  • Chamberlain, K., & Zika, S. (1990). The minor events approach to stress: Support for the used daily hassles. British Journal of Psychology, 81 , 469-48 1 .
  • ChristensonS.L., Rounds, T., & Gomey, D. (1992). Family factors and student achievement: An avenueto increase students’ success. Scho— ol Psychology Quart, 7, 178-206.
  • Compas, BB., Howell, D.C., Phares, V., Williams, R.A., & Ledoux, N. (1989). Parent and child stres and symptoms: An integrative analy— sis. Developmental Psychology, 25, 550-559.
  • Demir, A. (1990). Üniversite Öğrencilerinin Yalnızlık Düzeylerini Etkileyen Bazı Etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacette- pe Üniversitesi.
  • Dunkley, D. M. & Blankstein, K. R. (2000). Self-critical perfectionism, coping, hassles, and current distress: A structual equation modeling approach. Cognitive Therapy and Research, 24 (6), 713-730.
  • Epstein, J .L. (1991). Effects on student achievement of teachers’ practices of parent involvement. Advances in Reading/Language Research: Literacy through family, community, and school interaction, Greenwich, CT, JA Press, 5, 261-276.
  • Ergene, T. & Yıldırım, l. (2004). Üniversite adaylarının depresyon düzeyleri. Psikiyatri Psikoloji ve Psikofarmakoloji Dergisi,]2 (2), 91-100.
  • Eski, R. (1980) Genel Yetenek Psikolojik Ayrışıklık ve Akademik Başarı Arasındaki İlişki. Yayınlanmamış doktora tezi. Ankara: Hacettepe Universitesi.
  • Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1-22.
  • Güngör, A. (1989). Lise öğrencilerinin özsaygı düzeylerini etkileyen etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacettepe Üniversitesi.
  • Holahan, C. K., & Holahan, C. J. (1987). Life stress, hassles, and self-efŞcacy in aging: A replication and extension. Journal of Applied So- cial Psychology, 17, 574-592.
  • Holm, J. E., & Holroyd, K. A. (1992). The daily hassles scale (revised): does it measure stress or symptoms? Behav Assess, 14, 465—482.
  • lshiyama, F. L. (1984). Shyness: Anxious social sensitivity and self-isolating tendency. Journal of Adolescence, 76, 903-911.
  • Kanner, A. D., Coyne, ]. C.. Schaeffer, C., Lazarus, R. S. (1981). Comparison of two modes of stress management: daily hassles and uplifts versus major life events. Journal of Behavioural Medicine, 4: 1-39.
  • Kohn, P. M., Lafreniere, K., & Gurevich, M. (1990). The inventory of college student’s recent life experiences: A docantaminated hassles sca- le for a special population. Journal of Behavioural Medicine, 13, 619-630.
  • Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment?. Child Development, 61 , 1081-1100.
  • Lazarus, R. S, Folkman, S. (1984). Tress, appraisal, and coping. Springer: New York.
  • Lazarus, R. S. (1984). Puzzles in the study of daily hassles. Journal of Behavioural Medicine, 7, 375-389.
  • Lopez, E. J .. Ehly, S., & Vazquez, E. G. (2002). Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study. Psychology in the Schools, 39 (3), 245-257.
  • Malecki, C. K., & Elliott, S. N. (1999). Adolescents’ ratings of perceived social support and ıts importance: Validation of the Student Social Support Scale. Psychology in the School, 36 (6), 473—483.
  • Mallinckrodt, B. (1988). Students retention, social support, and dropout intention: Comparison of black and white students. Journal of Co— unseling Psychology, 129 (1), 60-64.
  • Mallinckrodt, B. (1992). Childhood emotional bonds with parents, development of adult social competencies, and availability of social sup- port. Journal of Counseling Psychology, 39 (4), 453—461 .
  • Maybery, DJ .. & Graham, D. (2001). Hassles and uplifts: including anterpersonal events. Stress and Health. 17: 91—104.
  • Morrison, G. M., John, L., Stephanie, S. M., Douglas, C. 8., & Keith, W. (1997). Sources of support for school-related issues: Choices of His— panic adolescents varying in migrant status. Journal of Youth and Adolescence, 26 (2), 233-251.
  • Moulds, J. D. (2003). Stress manifestation in high school students: An Australian sample. Psychology in the Schools, 40 (4) 391-402.
  • Osseiran-Waines, N. & Almacian, S. (1994) Types of social support: Relation to stress and acedemic achievement among prospective teac— hers. Canadian Journal of Behavioural Science, 26(1), 1-20.
  • Öner, N. (1990). Sınav Kaygısı Envanteri Elkitabı. İstanbul: YÖRET Yayınlan.
  • Özgüven, İ. E. (1974). Akademik Başanyı Etkileyen Zihinsel Olmayan Faktörler. Ankara.
  • Peterson, J. L., Folkman, S., & Bakeman, R. (1996). Stress, coping, HlV status, psychosocial resources, and depressive moodin African Ame— rican gay, bisexual, and heterosexual men. American Journal of Community Psychology, 24, 461—487.
  • Ponzetti, J., Gate, R. M. (1981). Sex differences in the relationship between loneliness and academic performance. Psychological Reports, 48. 759-768.
  • Roberts, S. M. (1995). Applicability of the goodness-of—Şt hypothesis to coping with daily hassles. Psychological Reports, 77, 943—954.
  • Sim, H. (2000). Relationship of daily hassles and social support to depression and antisocial behavior among early adolescents. Journal of Youth and Adolescence, 29 (6), 647-659.
  • Singh, K., Bickley, P.G., Trivette, P., Keith, T. Z.. Keith, P. B., & Anderson, E. (1995). The effects of four components of parental involve- ment on eighth —grade student achievement : Structural analysis of NELS-88 data. School Psychological Review, 24, 299-317.
  • Vollrath, M. (2000). Personality and hassles among university students: A three-year longitudinal study. European Journal of Personality, 14, 199-215.
  • Yıldırım, l. (1999). Sosyal destek programının etkililiği: Deneysel bir çalışma. Eğitim ve Bilim, 23 (113), 66-73.
  • Yıldırım, 1. (1998). Akademik başarı düzeyleri farklı olan lise öğrencilerinin sosyal destek düzeyleri. Psikolojik Danışma ve Rehberlik Der- gisi, 2 (9), 33-38.
  • Yıldırım, 1. (2000). Akademik başannın yordayıcısı olarak sınav kaygısı ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi. 18, 167.176.
  • Yıldırım, İ. (2004c). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi, 27, 241—250.
  • Yıldınm, l. (2004a). Gündelik sıkıntılar ölçeğinin geliştirilmesi. Eğitim Araştırmaları (Eurasian Journal of Educational Research), 15, 122- 131 .
  • Yıldırım, l. (2004b). Algılanan sosyal destek ölçeğinin revizyonu. Eğitim Araştırmaları (Eurasian Journal of Educational Research ). 17, 221 - 236.
  • Yıldırım. 1. & Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranış- lar ve sosyal destek; Hacettepe Eğitim Fakültesi Dergisi, 25. 224-234.
There are 43 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

İbrahim Yıldırım This is me

Publication Date June 1, 2006
Published in Issue Year 2006 Volume: 30 Issue: 30

Cite

APA Yıldırım, İ. (2006). AKADEMİK BAŞARININ YORDAYICISI OLARAK GÜNDELİK SIKINTILAR VE SOSYAL DESTEK. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 258-267.