Örtük Program ve Eğitim Stresi

Year 2018, Volume: 26 Issue: 4, 1111 - 1119, 15.07.2018

Serhat Arslan , Nida Akbulut

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

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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