Hidden Curriculum and Educational Stress

Serhat Arslan; Nida Akbulut

doi:10.24106/kefdergi.398650

TR EN

Örtük Program ve Eğitim Stresi

Abstract

Eğitim kalitesi ve öğrencilerin motivasyonlarını etkileyen faktörler ile ilgili yapılan çalışmalar son yıllarda artış göstermektedir. Örtük program ve eğitim stresi algılama, alan yazında daha çok birleşenlerini ortaya çıkarmak amacıyla oluşturulan kuramsal çerçevelerde ele alınan kavramlardır. Bu bağlamda iki kavram arasındaki ilişkinin genç yetişkinlik döneminde olan üniversite öğrencilerinden oluşan bir örneklemde incelenmesi bu iki yapı arasındaki ilişkilerin risk faktörleri ve destekleyici faktörlerin anlaşılması açısından yerinde olacaktır. Araştırmada örtük programı ile eğitim stresi arasındaki ilişki incelenmiştir. Araştırma, 546 üniversite öğrencisi üzerinde yapılmıştır. Öğrencilere eğitim stres ölçeği ve örtük program ölçeği uygulanmıştır. Eğitim stresi ölçeği Sun ve diğerleri (2011) tarafından geliştirilmiştir. Örtük program ölçeği Akbulut ve Arslan (2016) tarafından geliştirilmiştir. Örtük program ile eğitim stresi arasındaki ilişki korelasyon ve yol analizi ile incelenmiştir. Araştırmada örtük program ve eğitim stresinin birbiriyle anlamlı düzeyde ilişkili olduğu bulgulanmıştır. Yapılan analiz sonucunda, eğitim stresinin, içerik, öğretme-öğrenme süreci ve değerlendirme gibi örtük programın alt boyutlarıyla pozitif yönde istatistiksel olarak anlamlı olduğu bulunmuştur. Yapısal eşitlik modellemesinde tüm değişkenler tek adımda test edilmiştir.Yapısal eşitlik modellemesinde eğitim stresinden örtük programa doğru modelleme elde edilmiştir.Öğrencinin algılanan örtük program algısı algılanan eğitim stresini etkilediği sonucuna ulaşılmıştır. Bulgular kavramlarla ilgili alan yazınında edinilen bilgiler ışığında tartışılmıştır ve ileride bu alanda yapılacak olan çalışmalara ışık tutacak nitelikte olduğu düşünülmektedir.

Keywords

Örtük program,eğitim stresi,üniversite öğrencileri

Hidden Curriculum and Educational Stress

Abstract

Studies on the quality of education and the factors affecting the motivation of the students have increased in recent years. Hidden curriculum and education stress perception are concepts that are dealt with in theoretical frameworks designed to reveal more unions in the educational literature. In this context, the examination of the relationship between the two concepts in a sample of university students in young adulthood will be in place to understand the risk factors and supporting factors of the relationship between these two structures. Relation between hidden curriculum and educational stress has been examined in this study. Research about this study was completed with 546 university students. Educational stress scale and hidden curriculum scale have been applied to participants. Educational stress scale was developed by Sun et al. (2011). Hidden curriculum scale was developed by Akbulut and Arslan (2016). The relation between hidden curriculum and educational stress has been examined by correlation and path analysis. It was found in the study that hidden curriculum and educational stress were significantly related to each other. According to correlation analysis, statistically meaningful relation was founded between educational stress and sub dimensions of the hidden curriculum; content, learning and teaching process and evaluation. Using SEM, all the parameters of models can be tested simultaneously in one step. The specifications on the model were for direct paths from educational stress to hidden curriculum. The conclusion that student’s perceived hidden curriculum affects perceived educational stress has been reached as a result of the present study. Hidden curriculum have significant effects on educational stress. Results are discussed within the extent of the related literature.

Keywords

Hidden curriculum,educational stress,university students.

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Serhat Arslan
Sakarya Üniversitesi, Eğitim Fakültesi, Sakarya,
Türkiye

Nida Akbulut This is me
Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, Bolu
Türkiye

Publication Date

July 15, 2018

Submission Date

February 14, 2017

Acceptance Date

November 25, 2017

Published in Issue

Year 2018 Volume: 26 Number: 4

DOI

https://doi.org/10.24106/kefdergi.398650

IZ

https://izlik.org/JA84HX55SG

APA

Arslan, S., & Akbulut, N. (2018). Hidden Curriculum and Educational Stress. Kastamonu Education Journal, 26(4), 1111-1119. https://doi.org/10.24106/kefdergi.398650

AMA

1.Arslan S, Akbulut N. Hidden Curriculum and Educational Stress. Kastamonu Education Journal. 2018;26(4):1111-1119. doi:10.24106/kefdergi.398650

Chicago

Arslan, Serhat, and Nida Akbulut. 2018. “Hidden Curriculum and Educational Stress”. Kastamonu Education Journal 26 (4): 1111-19. https://doi.org/10.24106/kefdergi.398650.

EndNote

Arslan S, Akbulut N (July 1, 2018) Hidden Curriculum and Educational Stress. Kastamonu Education Journal 26 4 1111–1119.

IEEE

[1]S. Arslan and N. Akbulut, “Hidden Curriculum and Educational Stress”, Kastamonu Education Journal, vol. 26, no. 4, pp. 1111–1119, July 2018, doi: 10.24106/kefdergi.398650.

ISNAD

Arslan, Serhat - Akbulut, Nida. “Hidden Curriculum and Educational Stress”. Kastamonu Education Journal 26/4 (July 1, 2018): 1111-1119. https://doi.org/10.24106/kefdergi.398650.

JAMA

1.Arslan S, Akbulut N. Hidden Curriculum and Educational Stress. Kastamonu Education Journal. 2018;26:1111–1119.

MLA

Arslan, Serhat, and Nida Akbulut. “Hidden Curriculum and Educational Stress”. Kastamonu Education Journal, vol. 26, no. 4, July 2018, pp. 1111-9, doi:10.24106/kefdergi.398650.

Vancouver

1.Serhat Arslan, Nida Akbulut. Hidden Curriculum and Educational Stress. Kastamonu Education Journal. 2018 Jul. 1;26(4):1111-9. doi:10.24106/kefdergi.398650

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https://doi.org/10.15285/maruaebd.1648740

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