Ortaokul Öğrencilerinde Okula Uyumun Yordanması

Abstract

Bu araştırma, ortaokul öğrencilerinin okula uyumlarını cinsiyet, sınıf düzeyi, ailenin sosyoekonomik durumu, aile ortamı, kariyer ile ilgili ebeveyn desteği ve zorbalığa maruz kalma açısından incelemeyi amaçlamıştır. Araştırma, nicel ve ilişkisel tarama modeline dayalı olarak yürütülmüştür. Çalışma grubunu, 2023–2024 eğitim-öğretim yılında Eskişehir’de öğrenim gören 5.–8. sınıf düzeyindeki 1.371 öğrenci (673 kız, 695 erkek) oluşturmaktadır. Veriler, Kişisel Bilgi Formu, Ortaokul Öğrencileri İçin Okula Uyum Ölçeği (SASMS), Kariyere İlişkin Ebeveyn Desteği Ölçeği (PSCDS), Aile Ortamı Ölçeği (FES) ve California Zorbalığa Maruz Kalma Ölçeği (CBVS) kullanılarak toplanmıştır. Veri toplama süreci, etik kurul onayı ve Millî Eğitim Bakanlığı izinleri doğrultusunda yüz yüze gerçekleştirilmiştir. Verilerin analizi SPSS 25 programı kullanılarak; çoklu regresyon, korelasyon, tek yönlü ANOVA ve t-testleri ile yapılmıştır. Bulgular, okula uyumun cinsiyet, sınıf düzeyi, sosyoekonomik düzey ve zorbalığa maruz kalma değişkenlerine göre anlamlı farklılık gösterdiğini ortaya koymuştur. Sınıf düzeyi ve zorbalığa maruz kalma değişkenleri orta düzeyde etki gösterirken, sosyoekonomik düzeyin istatistiksel olarak anlamlı ancak küçük bir etki gösterdiği elde edilmiştir. Regresyon analizleri, birlik-beraberlik, denetim alt boyutları ve kariyere ilişkin ebeveyn desteğinin okula uyumu anlamlı şekilde yordadığını göstermiştir. Sonuç olarak, ortaokul öğrencilerinin okula uyumu demografik ve psikososyal faktörlere göre değişmekte olup hem uygulayıcılara hem de araştırmacılara çeşitli öneriler sunulmuştur.

Keywords

• Okula uyum
• Zorbalığa maruz kalma
• Aile ortamı
• Ebeveyn desteği
• Ortaokul öğrencileri

Prediction of School Adjustment in Middle School Students

Abstract

This study investigated middle school students’ school adjustment in relation to gender, grade level, family socioeconomic status, family environment, parental support for career development, and exposure to bullying. A quantitative correlational survey design was used. The sample comprised 1,371 students (673 girls, 695 boys) from grades 5–8 in Eskisehir during the 2023–2024 academic year. Data were collected using the Personal Information Form, the School Adjustment Scale for Middle School Students (SASMSSMS), the Parental Support for Career Development Scale (PSCDS), the Family Environment Scale (FES), and the California Bully Victim Scale (CBVS). The process was conducted face-to-face with ethics committee approval and permission from the Ministry of National Education. Data analyses were carried out in SPSS 25 using multiple regression, correlation, one-way ANOVA, and t-tests. Findings indicated that school adjustment differed significantly by gender, grade level, socioeconomic status, and bullying. Grade level and bullying showed moderate effects, while socioeconomic status had a significant but small effect. Regression results further identified cohesion, control, and parental support for career development as significant predictors of school adjustment. In conclusion, middle school students’ school adjustment varies according to demographic and psychosocial factors, offering various recommendations for both practitioners and researchers.

Keywords

• School adjustment
• Exposure to bullying
• Family environment
• Parental support for career development
• Middle school students

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