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Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi

Year 2021, Volume: 10 Issue: 3, 1592 - 1601, 30.07.2021
https://doi.org/10.33206/mjss.814770

Abstract

 Bu araştırmada henüz lisans programına devam eden üniversite öğrencilerinin lisansüstü eğitime yönelik farkındalık düzeylerinin lisans sonrası lisansüstü eğitim niyetlerini yordayıp yordama durumu incelenmiştir. Araştırma ilişkisel tarama modelinde yürütülmüştür. Araştırmanın örneklemini Türkiye’de bir devlet üniversitesinde eğitim fakültesinde öğrenim gören 350 öğrenci oluşturmaktadır. Verilerin toplanmasında Lisansüstü Eğitim Farkındalığı Ölçeği ve Lisansüstü Eğitim Niyeti Ölçeği kullanılmıştır. Araştırma verilerinin analizinde ise Pearson momentler çarpımı korelasyon katsayısı ve yapısal eşitlik modellemesi kullanılmıştır. Elde edilen bulgular, lisansüstü eğitime yönelik farkındalığın lisansüstü eğitim niyetinin anlamlı bir yordayıcısı olduğunu göstermiştir. Araştırma sonuçları, lisansüstü eğitim hakkındaki farkındalık artışının henüz lisans eğitimi alan öğrencilerin lisans sonrası lisansüstü eğitime devam etme planları ve kararlarında pozitif ve anlamlı bir etkisinin olduğunu ortaya çıkararak ilgili alan yazına katkıda bulunmuştur. Buna göre yükseköğretimde lisansüstü eğitime yönelik farkındalığı geliştirmeye dayalı erken müdahaleler, bilgilendirici destek ve danışmanlık hizmetlerinin lisans öğrencilerinin gelecekte lisansüstü eğitime katılım oranlarını artıracağı öngörülmektedir. Bu araştırmanın sonuçları lisansüstü eğitimi planlama fikrini geliştirmede üniversitelere mevcut lisans öğrencilerine lisansüstü eğitime dair bilinçli bir farkındalık ve anlayış kazandırma noktasında önemli ipuçları vermektedir.

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Year 2021, Volume: 10 Issue: 3, 1592 - 1601, 30.07.2021
https://doi.org/10.33206/mjss.814770

Abstract

References

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  • Aitken, L., Currey, J., Marshall, A., and Elliott, D. (2008). Discrimination of educational outcomes between differing levels of critical care programmes by selected stakeholders in Australia: A mixed-method approach. Intensive and Critical Care Nursing, 24(2), 68-77.
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  • Akoğlan, K. M. ve Dalkıranoğlu, T. (2013). Mezun öğrencilerin kariyer algılamaları: Anadolu Üniversitesi örneği. Anadolu Üniversitesi Sosyal Bilimler Dergisi. 13(1), 41-52.
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  • Anderson, J. C. and Gerbing, D. W. (1988). Structural equation modeling in practice: a review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
  • Artess, J. and Hooley, T. (2017). Toward a new narrative of postgraduate career. In: Padró F., Erwee R., Harmes M., Harmes M., P. Danaher (Eds.), Postgraduate Education in Higher Education (pp.521-538). Singapore. Springer.
  • Bacanlı, F. (2012). Kariyer karar verme güçlükleri ve meslek seçimine ilişkin akılcı olmayan inançların ilişkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(37), 86-95.
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  • Bae, S. M. (2017). An analysis of career maturity among Korean youths using latent growth modeling. School Psychology International, 38(4), 434-449.
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  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice Hall.
  • Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729-735.
  • Bandura, A. (1994). Self-efficacy. V. S. Ramachaudran (Ed.). Encyclopedia of human behavior (pp. 71-81). New York, NY: Academic Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., and Pastorelli, C. (2001). Self‐efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72(1), 187-206.
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  • Barber, l., Pollard, E., Millmore, B. and Gerova, V. (2004). Higher degrees of freedom: the value of postgraduate study. Report 410. South Coast: IES.
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Details

Primary Language Turkish
Journal Section Research Article
Authors

İlhan Ilter 0000-0002-1473-7172

Publication Date July 30, 2021
Submission Date October 22, 2020
Published in Issue Year 2021 Volume: 10 Issue: 3

Cite

APA Ilter, İ. (2021). Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi. MANAS Sosyal Araştırmalar Dergisi, 10(3), 1592-1601. https://doi.org/10.33206/mjss.814770
AMA Ilter İ. Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi. MJSS. July 2021;10(3):1592-1601. doi:10.33206/mjss.814770
Chicago Ilter, İlhan. “Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi”. MANAS Sosyal Araştırmalar Dergisi 10, no. 3 (July 2021): 1592-1601. https://doi.org/10.33206/mjss.814770.
EndNote Ilter İ (July 1, 2021) Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi. MANAS Sosyal Araştırmalar Dergisi 10 3 1592–1601.
IEEE İ. Ilter, “Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi”, MJSS, vol. 10, no. 3, pp. 1592–1601, 2021, doi: 10.33206/mjss.814770.
ISNAD Ilter, İlhan. “Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi”. MANAS Sosyal Araştırmalar Dergisi 10/3 (July 2021), 1592-1601. https://doi.org/10.33206/mjss.814770.
JAMA Ilter İ. Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi. MJSS. 2021;10:1592–1601.
MLA Ilter, İlhan. “Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi”. MANAS Sosyal Araştırmalar Dergisi, vol. 10, no. 3, 2021, pp. 1592-01, doi:10.33206/mjss.814770.
Vancouver Ilter İ. Lisansüstü Eğitime Yönelik Farkındalığın Lisans Öğrencilerinin Lisansüstü Eğitim Niyetlerine Etkisi. MJSS. 2021;10(3):1592-601.

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