Lise Öğrencilerinde Okul Öfkesinin Yordayıcıları Olarak Okula Yabancılaşma ve Algılanan Sosyal Destek

Year 2011, Volume: 10 Issue: 3, 861 - 871, 26.06.2011

Nazmiye Çivitci

Abstract

Bu çalışmanın amacı, lise öğrencilerinde okula yabancılaşma ve algılanan sosyal desteğin okul öfkesi boyutlarını yordama gücünü ortaya koymaktır. Araştırma, 201’i kız ve 299’u erkek olmak üzere toplam 500 lise öğrencisi üzerinde yürütülmüştür. Araştırma verilerini toplamak için Çok Boyutlu Okul Öfke Ölçeği, Öğrenci Yabancılaşma Ölçeği ve Algılanan Sosyal Destek Ölçeği kullanılmıştır. Okula yabancılaşma ve algılanan sosyal desteğin okul öfkesi boyutlarını yordama gücü standart çoklu regresyon analizi ile test edilmiştir. Araştırma sonuçlarına göre, okula yabancılaşma; öfke yaşantısı, düşmanlık ve yıkıcı ifadeyi pozitif yönde yordarken, olumlu başa çıkmayı negatif yönde yordamaktadır. Algılanan aile, öğretmen ve arkadaş desteğinin ise okul öfkesinin farklı boyutlarını yordadığı görülmektedir

Keywords

Okul öfkesi, okula yabancılaşma, algılanan sosyal destek

School Alienation and Perceived Social Support as Predictors of School Anger in High School Students

Abstract

This study aims to examine the prediction power of school alienation and perceived social support
the for the school anger dimensions in high school students. The study was conducted on a total of 500 high
school students, 201 of whom were female and 299 were male. The data of the study were collected through the
Multidimensional School Anger Scale, School Alienation Scale and Perceived Social Support Scale. In order to
determine the prediction power of the school alienation and perceived social support for school anger
dimensions, standard multiple regression analysis was used. According to the results of this study, while the
school alienation predicts the anger experiences, hostility and destructive expression positively, it predicts
positive coping negatively. The findings of the study also show that different social support sourches (family,
teacher and friend) predicted different school anger dimensions.

Keywords

School anger, school alienation, perceived social support

References

• Arslan, C. (2009). Anger, self-esteem, and perceived social support in adolescence. Socıal Behavıor And Personalıty, 37(4), 555-564.
• Boman, P. (2003). Gender differences in school anger. International Education Journal, 4 (2), 71-77.
• Boman, P. ve Yates, G. C. R. (2001). Optimism, hostility, and adjustment in the first year of high school. British Journal of Educational Psychology, 71, 401-411.
• Bosworth, K., Espelage D. L. ve Simon, T.R. (1999). Factors associated with bullying behavior in middle school students. Journal of Early Adolescence, 19 ( 3), 341-362.
• Campano, J. ve Munakata T. (2004). Anger and agression among Filipino students. Adolescence, 39(156), 757- 764.
• Cauce, A. M., ve Srebnik, D. S. (1990). Returning to social support systems: A morphological analysis of social networks. American Journal of Community Psychology, 18, 609-616.
• Chu, P. S., Saucıer, D. A., ve Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29( 6), 624-645.
• Cohen, S. (2004). Social relationships and health. American Psychologist, 59, 676-684.
• Çeçen, R. (2006). Okula yabancılaşma: Ortaöğretim öğrencilerinin cinsiyet, sosyoekonomik düzey ve öfke ifadeleri düzeyleri açısından incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, (3), 721-726.
• Çelik, F. (2005). Orta öğretim öğrencilerinin okula yabancılaşma düzeylerinin bazı değişkenler açısından incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
• Çivitci, N. (2007). Çok boyutlu Okul Öfke Ölçeği’nin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışmaları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 22, 99-109.
• Çivitci, N. (2010). Okul öfkesinin yordayıcısı olarak yalnızlık. X. Ulusal Psikolojik Danışma Ve Rehberlik Kongresi, 21-23 Ekim, Çukurova Üniversitesi, Adana.
• Debaryshe, B. D., ve Fryxell, D. (1998). A developmental perspectıve on anger: famıly and peer contexts. Psychology in the Schools, 35(3), 205-216.
• DeSantis King, A. L., Huebner, S., Suldo, S. M., ve Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: linkages between social support and behavior problems. Applied Research in Quality of Life 1, 279–295.
• Ekşioğlu, S., Sürücü, M. ve Arastaman, G. (2009). Lise öğrencilerinin okula bağlılıklarını yordayan değişkenlerin incelenmesi. XVIII. Eğitim Bilimleri Kurultayı, 1-3 Ekim, Ege Üniversitesi, İzmir.
• Fryxell, D. (2000). Personal, social and family characteristics of angry students. Professional School Counseling, 4 (2), 86-94.
• Furlong, M., Smith, D. ve Bates, M. (2002). Refinement of the multidimensional school anger inventory: Further construct validation, extension to female adolescents and preliminary norms. Journal of Psychoeducational Assessment, 20 (1), 46-65.
• Galbo, J. J. (1980). It bears repeating: Adolescent alienation in secondary schools: A literature review. High School Journal, 64(1), 26–31.
• Ghanizadeh, A. (2008). Gender difference of school anger dimensions and its predictionfor suicidal behavior in adolescents. International Journal of Clinical and Health Psychology, 8 (2), 525-535.
• Goswick, R. A. ve Jones, W. H. (1982). Components of loneliness during adolescence. Journal of Youth and Adolescence, 11 (5), 373-383.
• Harmon-Jones, E. A. ve Harmon-Jones, C. (2007). Anger: Causes and components. In T. A. Cavell ve K. T. Malcolm (Eds.), Anger, Aggression, and Interventions for Interpersonal Violence (pp. 99-118). New Jersey: Lawrence Erlbaum Associates.
• Heavy, C.L., Adelman, H.S., Nelson, P. ve Smith, D.C. (1989). Learning problems, anger, perceived control and misbehavior. Journal of Learning Disabilities, 22 (1), 46-59.
• Helsen, M., Vollebergh, W., ve Meeus, W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, 29( 3), 319-335.
• Hoffman, M. A., Ushpiz, V. ve Levy-Shiff, R. (1988). Social support and self-esteem in adolescence. Journal of Youth and Adolescence, 17(4), 307-316.
• Holt, M. K. ve Espelage, D. L. (2007). Perceived social support among bullies, victims, and bully-victims. Journal of Youth and Adolescence, 36, 984-994.
• Hyman, I., Mahon, M., Cohen, I., Snook, P., Britton, G ve Lurkis, L. (2004). Student alienation syndrome: The other side of school violence. Jane Close Conoley ve Arnold P. Goldstein (Eds.) School Violence Intervention: A Practical Handbook. (483-506). Guilford Pres.
• Kerr, D. C. R., Preuss, L. J., ve King, C. A. (2006). Suicidal adolescents’ social support from family and peers: Gender-specific associations with psychopathology. Journal of Abnormal Child Psychology, 34, 103-114.
• Kulka, R. A., Kahle, L. R ve Klingel, D. M. (1982). Agression, deviance, and personality adaptation as antecedents and consequences of alienation and involvement in high school. Journl of Youth and Adolescence, 11(3), 261-279.
• Moyer T.R. ve Motta, R.W. (1982) Alienation and school adjustment among Black and White adolescents. Journal of Psychology, 112, 21-28.
• Robins, S. ve Novaco. R.W. (1999). Systems conceptualization and treatment of anger. Journal of Clinical Psychology, 55, 325-337.
• Roeser, R., Lord, S. ve Eccles, J. (1994). A portrait of academic alienation in adolescence: Motivation, mental health, and family experience. Paper presented at the Biennial Meeting of the Society for Research on Adolescence in San Diego, CA.
• Rueger, S. Y., Malecki, C. K., ve Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: comparisons across gender. Journal of Youth and Adolescence, 39, 47–61.
• Rueger, S. Y., Malecki, C. K..ve Demaray, M. K. (2008). Gender differences in the relationship between perceived social support and student adjustment during early adolescence. School Psychology Quarterly, 23,(4), 496–514.
• Sanberk, İ. (2003). “Öğrenci Yabancılaşma Ölçeği (Bir Geçerlik ve Güvenirlik Çalışması).” Yayımlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
• Sandhu, D. S., Arora, M. ve Sandhu, V. S. (2001). School violence: Risk factors, psychological correlates, prevention and intervention strategies. Daya Singh Sandhu (Ed.). Faces of Violence: Psychological Correlates, Concepts, and Intervention Strategies. (45-72). Nova Publishers.
• Saylor, C. F. ve Leach, J. B. (2009). Perceived bullying and social support in students accessing special ınclusion programming. Journal of Developmental and Physical Disabilities, (2009) 21, 69–80.
• Smith, D.C., Furlong, M., Bates, M. ve Laughlin, J.D. (1998). Development of the multidimensional school anger inventory for males. Psychology in the Schools, 35 (1), 1-15.
• Spielberger, C. D. , Jacobs, G., Russell, S. ve Crane, R. S. (1983) Assessment of anger: the state-trait anger scale. James N. Butcher & Charles D. Spielberger (Eds), Advances in Personality Assessment, 2, 161-186. Hillsdale, NJ, LEA.
• Tarquin, K. ve Cook-Cottone, C. (2008). Relationships among aspects of student alienation and self concept. School Psychology Quarterly, 23,(1), 16–25.
• Torsheim, T., Aaroe, L. E., ve Wold, B. (2003). School-related stress, social support, and distress: Prospective analysis of reciprocal and multilevel relationships. Scandinavian Journal of Psychology, 44, 153–159.
• Trusty, J., ve Dooley-Dickey, K. (1993). Alienation from school: An exploratory analysis of elementary and middle school students’ perceptions. Journal of Research and Development in Education, 19, 1–12.
• Vieno, A., Santinello, M., Pastore, M., ve Perkins, D. D. (2007). Social support, sense of community in school, and self-efficacy as resources during early adolescence: an integrative model. American Journal of Community Psychology, 39, 177-190.
• Warner, B. S., Weist, M. D. ve Krulak, A. (1999). Risk factors for school violence. Urban Education, 34 (1), 52- 68.
• Williamson, I. ve Cullingford, C. (1998). Adolescent alienation: Its correlates and consequences. Educational Studies Journal, 24, 267-275.
• Yıldırım, İ. (2004). Algılanan sosyal destek ölçeğinin revizyonu. Eğitim Araştırmaları Dergisi, 17, 221-236.
• Yıldırım, İ. (2006). Akademik başarının yordayıcısı olarak gündelik sıkıntılar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 258-267.
• Yıldırım, İ. (2007). Depression, test anxiety and social support among Turkish students preparing for the university entrance examination. Eurasian Journal of Educational Research, 29, 171-184.
• Ystgaard, M. (1997). Life stress, social support and psychological distress in late adolescence. Social Psychiatry and Psychiatric Epidemiology,32, 277-283.
• Zimet, G. D., Dahlem, N. W., Zimet, S. G. ve Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30-41.