Üniversite Öğrencilerinin Sosyal Kaygı Düzeyleri Ve Bunun Depresyon, Anksiyete ve Demografik, Sosyo-Kültürel Özelliklerle İlişkisi

Year 2018, , 1 - 12, 01.01.2018

Demet Ünalan , Ferhan Soyuer Mustafa Baştürk Ferhan Elmalı

https://doi.org/10.5505/kjms.2017.05900

Abstract

Amaç: Bu çalışmanın amacı, üniversite öğrencilerinde sosyal kaygı düzeylerinin belirlenmesi, bunun depresyon, anksiyete ve demografik, sosyo-kültürel özelliklerle ilişkisini araştırmaktır. 
Materyal ve Metot: Kesitsel tipteki bu çalışmada, 20112012 eğitim- öğretim yılında, Erciyes Üniversitesi Sağlık hizmetleri Meslek Yüksekokulu’nda 10 farklı programda öğrenim gören 264 (%83.8) öğrenci üzerinde yürütülmüştür. Araştırmada veri toplama aracı olarak, öğrencilerin demografik-sosyokültürel özelliklerini içeren kişisel bilgi formu ile Sosyal Kaygı Ölçeği, Beck depresyon Ölçeği (BDÖ) ve Beck Anksiyete Ölçeği (BAÖ) kullanılmıştır. İki grubun ortalamalarının karşılaştırılmasında Mann-Whitney U testi, iki den fazla grup ortalamalarının karşılaştırılmasında tek yönlü varyans analizi ve/veya Kruskal Wallis testi uygulanmıştır. Değişkenler arasındaki ilişkinin değerlendirilmesinde sperman korelasyon katsayısı hesaplanmıştır. 
Bulgular: Öğrencilerin “sosyal kaygı” puan ortancası 33 ( 0-109), alt boyut puanı ortancaları ise, “sosyal kaçınma” 12.0 ( 6.0-20.75), “eleştirilme kaygısı” 14.0 ( 8.0-20.75), “bireysel değersizlik” ise 6.0 ( 2.0-10.0) olarak bulunmuştur. Konut tipi müstakil olan öğrencilerin “sosyal kaçınma” puanı anlamlı düzeyde yüksek bulunmuştur (p<0.05). Yaşamının uzun bir süresini köyde geçirenlerin “sosyal kaçınma” puanları ilçede geçirenlere göre, “bireysel değersizlik” puanları ise il ve ilçede yaşayanlara göre anlamlı düzeyde yüksek bulunmuştur (p<0.05). Araştırmamızda öğrencilerin gelir düzeyleri ile “sosyal kaçınma” (rho=-0.129, p=0.037) eleştirilme kaygısı” (rho=-0.123, p=0.046) ve bireysel değersizlik” (rho=-0.155, p=0.012) alt boyut puanları arasında negatif yönde anlamlı bir ilişki bulunmuştur. Öğrencilerin depresyon ve anksiyete puanları ile “sosyal kaçınma” eleştirilme kaygısı” ve bireysel değersizlik” alt boyut puanları arasında pozitif yönde anlamlı bir ilişki bulunmuştur (p<0.001).
Sonuç: Kültürel bir boyutu da bulunan sosyal kaygının oluşmaması için gerek aile içerisinde gerekse eğitim sürecinde çocuk ve gençlerin “yetersiz ben” duygusunun gelişmesine sebep olabilecek tutumlar yerine “yeterli ben” duygusunun gelişmesi ve pekişmesini sağlayacak tutumların geliştirilmesi ve sosyalleşmenin artırılması için gerekli politikaların oluşturulması uygun 

Keywords

Sosyal kaygı, üniversite öğrencisi, depresyon, anksiyete

The Social Anxiety Levels of Unıversity Students and Their Relationship With Depression, Anxiety And Demographic And Socio-Cultural Characteristics

Abstract

Aim: The aim of this study is to establish the levels of social anxiety of university students and investigate the relationship between social anxiety and depression, anxiety, and demograhic and socio-cultural characteristics.
Material and Method: This cross-sectional study was conducted upon 264 (83.8%) students studying at 10 different programs at Erciyes University Health Services Vocational School in 2011-2012 academic year. Personal information form including the demographic- sociocultural characteristics of the students together with Social Anxiety Scale, Beck Depression Scale (BDS) and Beck Anxiety Scale (BAS) were used as data collection tool in the research. Mann-Whitney U Test was used to compare two groups, and one-way analysis of variance and/or Kruskal Wallis Test for comparison of more than two groups. Spearman's correlation coefficient was calculated to evaluate the relationship between variables. 
Results: The “social anxiety” median score of the students was found as 33 (0-109), and the subdimension median scores were as follows “social avoidance” as 12.0 (6.0- 20.75), “anxietyof negative critism” as 14.0 (8.0-20.75), and “ self-depreciation” as 6.0 ( 2.0-10.0). The “social avoidance” score of the students living in a detached house was found significantly high (p<0.05). The “social avoidence” score of those spending most of their lives in a village was found significantly higher when comparing with the score of those spending most of their lives in a county, and the “self-depreciation” score of them was found significantly higher when comparing with those spending most of their lives in a city and county (p<0.05). The “anxiety of negative criticism” and “selfdepreciation” subdimensions scores of the students studying at the Oral and Dental Health Technician Programme were found significantly high (p<0.05). There was a significant negative relationship between the income level of the students and the scores of the“social avoidance” (rho=-0.129, p=0.037),“anxiety of negative criticism” (rho=-0.123, p=0.046)and “ selfdepreciation”(rho=-0.155, p=0.012). There was a significant positive relationship between the depression and anxiety scores of the students and their “social avoidance”, “anxietyof negative criticism”, and “selfdepreciation” subdimensionscores (p<0.001). 
Conclusion: It would be appropriate to produce attitudes that make “feeling of adequacy” developand become stronger and to establish policies necessary to increase socialising instead of the attitudes causing “feeling of inadequacy” to be developed in children and the young during the process of education as well as in the family in order to prevent the social anxiety which has also a cultural dimension to be formed.

Keywords

socialanxiety, university students, depression, anxiety

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