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The Analysis of University Students in Terms of Emphatic Tendency and Self-monitoring

Year 2009, Volume: 26 Issue: 26, 81 - 91, 01.02.2009

Abstract

The purpose of this study was to investigate the emphatic tendency of pre-service teachers in terms of self-monitoring. The participants of this study consisted of randomly selected 636 (female:373, 57% and male: 273, 43%) students from the Faculty of Education at Pamukkale University. In the study, two different scales were used. The first scale (Empathic Tendency Scale, Dökmen, 1988) was administered for measuring the students’ empathic tendency. The second scale (Self-monitoring Scale, Synder, 1974) was used for measuring the monitoring level of their behaviors in social conditions. The analysis of data showed that while empathic tendency was predicted by gender and the extraversion, other-oriented and role playing subscales of The Self/monitoring Scale. Sympathic tendency was also predicted by extraversion and other-oriented subscales of The Self-monitoring, and gender. Results have been discussed in the lihght of empathy and self-monitoring literatures.

References

  • Bacanlı, H. (1997). Kendini ayarlamanın psikolojisi. İstan- bul: M.E.B. Yay.
  • Barak, A. (1990). Counselor training in empathy by a game procedure. Counselor Education and Supervision, 29,170-178.
  • Bengtsson, H. ve Johnson, I. (1992). Perspective taking, empathy and prosocil behavior in late childhood. Child Study Journal, 22(19, 11-22.
  • Bono, J.E. ve Vey, M.A. (2007). Personality and emoti- onal performance: Extraversion, neuroti- cism, and self- monitoring. Journal of Occupational Health Psychology,12(2), 177-192.
  • Björqvist, K. Österman, K. Ve Kahkiainen, A. (2000). So- cial intelligence-empathy: agression? Ag- ression and 191-200.
  • Brems, C. ve Sohl, M.A. (1995). The role of empathy in parenting strategy choices. Family Relati- ons 44,189-194.
  • Broome, B.J. (1991). Building shared meaning: implica- tions for teaching intercultural communi- cation. cation, 40, 235-249.
  • Cheng, C.M. ve Chartrand, T.L. (2003). Self-monitoring without awareness using mimicry as un- conscious affilation strategy. Journal of Personality and Social Psychology, 85(6), 1170-1179.
  • Corcoran, K.J. (1983). Emotional separation and em- pathy. Journal of Clinical Psychology, 39(5), 667-671.
  • Demir, K. (2002). Türkiye’deki resmi ve özel lise öğrert- menlerinin izlenim yönetimi. Yayınlanma- mış doktora tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Dökmen, Ü. (1988). Empatinin yeni bir modele dayanı- larak ölçülmesi ve psikodrama ile geliştiril- mesi. A.Ü. Eğitim Bilimleri Fakültesi Dergisi, 21(2), 155-190.
  • Dökmen, Ü. (1994). İletişim çatışmaları ve empati. İstan- bul, Sistem Yay.
  • Duru, E. (2002). Öğretmen adaylarında empatik eği- lim düzeyinin bazı psikososyal değişken- ler açısından Üniversitesi Eğitim Fakültesi Dergisi, 2(12), 21-35.
  • Eisenberg, N. Fabes, R.A., Murphy, B., Karbon, M., Smith, M. ve Maszk, P. (1996). The relations of children’s related responding to their emotionality, regulation and, social functioning. Deve- lopmental Psychology, 32(2), 195-209.
  • Eisenberg, N. ve Mussen, P.A.(1990). The root of prosocial behavior in children. Newyork:Cambridge University Pres.
  • Friedman, H.S. ve Miller-Herringer, T. (1991). Nonverbal display of emotion in public and in priva- te: Self- and expressive cues. Journal of Personality and Social Psychology, 61(5), 766- 775.
  • Graziano, W.G. ve Bryant, W.H.M. (1998). Self- monitoring and self-attribution of positi- ve emotions. Journal of Personality and Social Psychology, 74(1), 250-261.
  • Hathcher, S.L., Nadeau, M.S. ve Walsh L.K. (1994). The teaching of empathy for high school and college an methods with the interpersonal reacti- vity index. Adolesence, 29(116), 961- 974.
  • Hoffman, M.L.(2001). Toward a comprehensive empathy-based of prosocial moral deve- lopment (eds). Aspinwall, A psychology of Human Strengths: Funda- mental questions and future directions psychology Washington D.C: APA Pub., 61- 86.
  • Iannotti, R.J. (1985). Naturalistic and structed assess- ments of prosocial behavior in preschool children the and perspective taking. Developmental Psychology, 21 (3), 46-55.
  • Kapıkıran, N.A. ve Kapıkarın, Ş, (1998). İletişim becerile- rin eğitiminin anaokulu öğretmenliği öğ- rencilerinin patik becerileri üzerindeki etkisi. IV. Ulusal Sınıf Öğretmenliği Sempozyumu, nizli: Pamukkale Üniversitesi. D e
  • Kapıkıran, N.A. (2007). Üniversite öğrencilerinde ahlaki davranışın empatik eğilim ve kendini ayar- lama açısından incelenmesi. Türk Psikolo- jik Danışma ve Rehberlik Dergisi, 3(28)33- 58.
  • Kutlu, M, Balcı, S. ve Yılmaz, M. (2004). İletişim beceri- leri eğiminin öğrencilerin kendini ayarla- ma ve iyilim düzeylerine etkisi. XIII. Ulusal Eğitim Bilim- leri Kurultayı, 6-9 Temmuz, İnönü Üniversi- tesi, Malatya.
  • Laible, D.J., Carlo, G. ve Roesch, S.C. (2004). Pathway to self-esteem in late adolesence: the role of parent and pathy and social behaviours. Journal of Adolesence, 2(6), 703-716.
  • Lan, W. ve Repman, J. (1998). Effects of practicing self- monitoring of mathematical problem sol- ving heuristics on impulsive. Journal of Experimental Education, 67(1), 32-53.
  • Levine, S.P. ve Feldman, R. S. (1997). Self-presentational goals, self-monitoring, and nonver- bal behavior. Basic cial Psychology, 19(4), 505-518.
  • Liew, J. Eisenberg, N. Losoya, S.H., Fabes, R.A., Guthrie, I.K. ve Murphy, B.C. (2003). Children’s psychological indices of empathy and their socio-emotional adjustment: Does caregivers’expressivity matter? Journal of Family Psychology, 17(4), 584-597.
  • McDevitt, T.M. Lennon, R. ve Kopriva, R.J. (1991). Ado- lescents’ perceptions of mothers’ and fat- hers’ prosocial actions and empathic responses. Youth and Society, 22(3), 387- 409.
  • Meador, B.D. ve Rogers, C.R. (1984). Person-centered therapy. Corsini ve ark. (eds.) Current Psychotherapies., Illinois. XXX
  • Miller, K.I., Eisenberg, N., Shell, R. ve Fabes, R.A. (1996). Relations of moral reasoning and vicario- us emotion to young children’s prosocial behaviour toward peer and adults. Developmental Psychology, 32(2), 210-221.
  • Norris, S.L. ve Zweingeinhaft, R.I. (1999). Self- monitoring, trust, and commitment in ro- mantic relationships. Psychology, 39(2), 215-221.
  • Özdamar, K. (1997). Paket programlar ile istatistiksel veri analizi-1. Eskişehir: Anadolu Ün. Yay.
  • Pratt, M. W., Diessner, R., Pratt, A, Hunsberger, B. V. ve Pancer, S. M.(1996). Moral and social rea- soning and ter life: a longitudinal study. Psychology and Aging, 11(1), 66-73.
  • Reifman, A., Klein, J.G. ve Murphy, S.T. (1989). Self- monitoring and age. Psychology and Aging, 4(2), 245- 246.
  • Riardon, C.A. ve Gross, T. (1994). Self-monitoring, gen- der and the personal consequences imp- ression Behavioral Scientist, 37(5), 715-724.
  • Robinson, J.L., Zahn-Waxler, C. ve Emde, R.N. 81994). Pattern of development in early empathic behavior: consitutional influences. Social lopment, 3(2), 125-45. Deve
  • Shutte, N.S., Malouff, J.M., Bobik, C., Coston,T.D., Gree- son, C. Jedlicka, C. ve ark. (2001). Emotio- nal intelligence and i n t e r p e r s o - nal relations. Journal of Social Psychology, 141(4), 705-817.
  • Stiff, J.B.., Dillard, J.P, Somera, L. Kim, H. ve Sleight, C. (1988). Empathy, communication and pro- social behavior. Communication Monog- raphs, 55,198-212.
  • Synder, M. (1972). İzlenim ayarlamacılığı (self- monitoring). (Çev. A.Dönmez), Hitler İste- seydi: Sosyal psikoloji ra: Gündoğdu yay.
  • Şahin, M. ve Özbay, Y. (1999). Üniversite öğrencilerinin empatik sınıf atmosferine ilişkin algıları. H.Ü. Eğitim Fakültesi Dergisi. 15,74-83.
  • Tamborini, R. Stiff, J. ve Heidel, C.(1990). Reacting to graphic horor: a model of empathy and emotional on Research, 17(5), 616-640.
  • Valiente, C.N., Eisenberg, N., Fabes, S.A., Shaepard, A., Cumberland, A. Ve Losoya, S.H. (2004). Pre- diction of related responding from their effortful control and parent’s expressivity. Deve- lopmental Psychology, 40(6), 911-926.
  • Van der Mark, I.J., van der Ijzendoorn, H.M. ve Bakermans-Kraenburg, M.J. (2002). Deve- lopment of empathy in girl during the second years of life: asso- ciations with parenting attachment, and temperament. Developmental Psycho- logy, 11(4). 451-467.
  • Webb, W.M., Marsh, K.L., Schneinderman, W. ve Da- vis, B. (1989). Interaction between self- monitoring and manipulated of self- awareness. Journal of Personality and Soci- al Psychology, 56(1), 70-80.
  • Wispé, L. (1986). The distinction between sympathy and empathy to call forth a concept: a world is needed. sonality and Social Psychology, 50(2), 314- 321.
  • Young, S.K., Fox, N.A. ve Zahn-Waxler, C. (1999). The re
  • lations between temperament and empathy in 2 ye- ars- 127

Öğretmen Adaylarının Empatik Eğilim ve Kendini Ayarlama Açısından İncelenmesi

Year 2009, Volume: 26 Issue: 26, 81 - 91, 01.02.2009

Abstract

Bu çalışmanın amacı, öğretmen adaylarının empatik eğilim ve kendini ayarlama açısından incelemektir. Araştırmanın katılımcıları, Pamukkale Üniversitesi Eğitim Fakültesinden 363 kız (%57) ve 273 (%43) olmak üzere toplam 636 öğrenciden oluşmuştur. Araştırmanın amacına uygun veri toplamak üzere iki farklı ölçek kullanılmıştır. İlk ölçek Empatik Eğilim Ölçeği (Dökmen, 1988) empatik eğilimi belirmek için ve ikinci ölçek, Kendini Ayarlama Ölçeği (Synder, 1974) sosyal ortamlarda bireyin davranışlarını ayarlama düzeyini ölçmek için kullanılmıştır. Araştırma verilerinin analizi sonucunda, hem empatik eğilim hem de benmerkezci eğilimin dışadönüklük, rol yapma ve cinsiyet açısından anlamlı olarak yordanırken, benmerkezci eğilim dışadönüklük, başkası merkezli olma, rol yapma ve cinsiyet açısından anlamlı olarak yordanmıştır. Ayrıca, sempatik eğilim dışadönüklük, başkası merkezli olma ve cinsiyet açısından anlamlı olarak yordanmıştır. Bulgular empati ve kendini ayarlama alan yazını açısından tartışılmıştır.

References

  • Bacanlı, H. (1997). Kendini ayarlamanın psikolojisi. İstan- bul: M.E.B. Yay.
  • Barak, A. (1990). Counselor training in empathy by a game procedure. Counselor Education and Supervision, 29,170-178.
  • Bengtsson, H. ve Johnson, I. (1992). Perspective taking, empathy and prosocil behavior in late childhood. Child Study Journal, 22(19, 11-22.
  • Bono, J.E. ve Vey, M.A. (2007). Personality and emoti- onal performance: Extraversion, neuroti- cism, and self- monitoring. Journal of Occupational Health Psychology,12(2), 177-192.
  • Björqvist, K. Österman, K. Ve Kahkiainen, A. (2000). So- cial intelligence-empathy: agression? Ag- ression and 191-200.
  • Brems, C. ve Sohl, M.A. (1995). The role of empathy in parenting strategy choices. Family Relati- ons 44,189-194.
  • Broome, B.J. (1991). Building shared meaning: implica- tions for teaching intercultural communi- cation. cation, 40, 235-249.
  • Cheng, C.M. ve Chartrand, T.L. (2003). Self-monitoring without awareness using mimicry as un- conscious affilation strategy. Journal of Personality and Social Psychology, 85(6), 1170-1179.
  • Corcoran, K.J. (1983). Emotional separation and em- pathy. Journal of Clinical Psychology, 39(5), 667-671.
  • Demir, K. (2002). Türkiye’deki resmi ve özel lise öğrert- menlerinin izlenim yönetimi. Yayınlanma- mış doktora tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Dökmen, Ü. (1988). Empatinin yeni bir modele dayanı- larak ölçülmesi ve psikodrama ile geliştiril- mesi. A.Ü. Eğitim Bilimleri Fakültesi Dergisi, 21(2), 155-190.
  • Dökmen, Ü. (1994). İletişim çatışmaları ve empati. İstan- bul, Sistem Yay.
  • Duru, E. (2002). Öğretmen adaylarında empatik eği- lim düzeyinin bazı psikososyal değişken- ler açısından Üniversitesi Eğitim Fakültesi Dergisi, 2(12), 21-35.
  • Eisenberg, N. Fabes, R.A., Murphy, B., Karbon, M., Smith, M. ve Maszk, P. (1996). The relations of children’s related responding to their emotionality, regulation and, social functioning. Deve- lopmental Psychology, 32(2), 195-209.
  • Eisenberg, N. ve Mussen, P.A.(1990). The root of prosocial behavior in children. Newyork:Cambridge University Pres.
  • Friedman, H.S. ve Miller-Herringer, T. (1991). Nonverbal display of emotion in public and in priva- te: Self- and expressive cues. Journal of Personality and Social Psychology, 61(5), 766- 775.
  • Graziano, W.G. ve Bryant, W.H.M. (1998). Self- monitoring and self-attribution of positi- ve emotions. Journal of Personality and Social Psychology, 74(1), 250-261.
  • Hathcher, S.L., Nadeau, M.S. ve Walsh L.K. (1994). The teaching of empathy for high school and college an methods with the interpersonal reacti- vity index. Adolesence, 29(116), 961- 974.
  • Hoffman, M.L.(2001). Toward a comprehensive empathy-based of prosocial moral deve- lopment (eds). Aspinwall, A psychology of Human Strengths: Funda- mental questions and future directions psychology Washington D.C: APA Pub., 61- 86.
  • Iannotti, R.J. (1985). Naturalistic and structed assess- ments of prosocial behavior in preschool children the and perspective taking. Developmental Psychology, 21 (3), 46-55.
  • Kapıkıran, N.A. ve Kapıkarın, Ş, (1998). İletişim becerile- rin eğitiminin anaokulu öğretmenliği öğ- rencilerinin patik becerileri üzerindeki etkisi. IV. Ulusal Sınıf Öğretmenliği Sempozyumu, nizli: Pamukkale Üniversitesi. D e
  • Kapıkıran, N.A. (2007). Üniversite öğrencilerinde ahlaki davranışın empatik eğilim ve kendini ayar- lama açısından incelenmesi. Türk Psikolo- jik Danışma ve Rehberlik Dergisi, 3(28)33- 58.
  • Kutlu, M, Balcı, S. ve Yılmaz, M. (2004). İletişim beceri- leri eğiminin öğrencilerin kendini ayarla- ma ve iyilim düzeylerine etkisi. XIII. Ulusal Eğitim Bilim- leri Kurultayı, 6-9 Temmuz, İnönü Üniversi- tesi, Malatya.
  • Laible, D.J., Carlo, G. ve Roesch, S.C. (2004). Pathway to self-esteem in late adolesence: the role of parent and pathy and social behaviours. Journal of Adolesence, 2(6), 703-716.
  • Lan, W. ve Repman, J. (1998). Effects of practicing self- monitoring of mathematical problem sol- ving heuristics on impulsive. Journal of Experimental Education, 67(1), 32-53.
  • Levine, S.P. ve Feldman, R. S. (1997). Self-presentational goals, self-monitoring, and nonver- bal behavior. Basic cial Psychology, 19(4), 505-518.
  • Liew, J. Eisenberg, N. Losoya, S.H., Fabes, R.A., Guthrie, I.K. ve Murphy, B.C. (2003). Children’s psychological indices of empathy and their socio-emotional adjustment: Does caregivers’expressivity matter? Journal of Family Psychology, 17(4), 584-597.
  • McDevitt, T.M. Lennon, R. ve Kopriva, R.J. (1991). Ado- lescents’ perceptions of mothers’ and fat- hers’ prosocial actions and empathic responses. Youth and Society, 22(3), 387- 409.
  • Meador, B.D. ve Rogers, C.R. (1984). Person-centered therapy. Corsini ve ark. (eds.) Current Psychotherapies., Illinois. XXX
  • Miller, K.I., Eisenberg, N., Shell, R. ve Fabes, R.A. (1996). Relations of moral reasoning and vicario- us emotion to young children’s prosocial behaviour toward peer and adults. Developmental Psychology, 32(2), 210-221.
  • Norris, S.L. ve Zweingeinhaft, R.I. (1999). Self- monitoring, trust, and commitment in ro- mantic relationships. Psychology, 39(2), 215-221.
  • Özdamar, K. (1997). Paket programlar ile istatistiksel veri analizi-1. Eskişehir: Anadolu Ün. Yay.
  • Pratt, M. W., Diessner, R., Pratt, A, Hunsberger, B. V. ve Pancer, S. M.(1996). Moral and social rea- soning and ter life: a longitudinal study. Psychology and Aging, 11(1), 66-73.
  • Reifman, A., Klein, J.G. ve Murphy, S.T. (1989). Self- monitoring and age. Psychology and Aging, 4(2), 245- 246.
  • Riardon, C.A. ve Gross, T. (1994). Self-monitoring, gen- der and the personal consequences imp- ression Behavioral Scientist, 37(5), 715-724.
  • Robinson, J.L., Zahn-Waxler, C. ve Emde, R.N. 81994). Pattern of development in early empathic behavior: consitutional influences. Social lopment, 3(2), 125-45. Deve
  • Shutte, N.S., Malouff, J.M., Bobik, C., Coston,T.D., Gree- son, C. Jedlicka, C. ve ark. (2001). Emotio- nal intelligence and i n t e r p e r s o - nal relations. Journal of Social Psychology, 141(4), 705-817.
  • Stiff, J.B.., Dillard, J.P, Somera, L. Kim, H. ve Sleight, C. (1988). Empathy, communication and pro- social behavior. Communication Monog- raphs, 55,198-212.
  • Synder, M. (1972). İzlenim ayarlamacılığı (self- monitoring). (Çev. A.Dönmez), Hitler İste- seydi: Sosyal psikoloji ra: Gündoğdu yay.
  • Şahin, M. ve Özbay, Y. (1999). Üniversite öğrencilerinin empatik sınıf atmosferine ilişkin algıları. H.Ü. Eğitim Fakültesi Dergisi. 15,74-83.
  • Tamborini, R. Stiff, J. ve Heidel, C.(1990). Reacting to graphic horor: a model of empathy and emotional on Research, 17(5), 616-640.
  • Valiente, C.N., Eisenberg, N., Fabes, S.A., Shaepard, A., Cumberland, A. Ve Losoya, S.H. (2004). Pre- diction of related responding from their effortful control and parent’s expressivity. Deve- lopmental Psychology, 40(6), 911-926.
  • Van der Mark, I.J., van der Ijzendoorn, H.M. ve Bakermans-Kraenburg, M.J. (2002). Deve- lopment of empathy in girl during the second years of life: asso- ciations with parenting attachment, and temperament. Developmental Psycho- logy, 11(4). 451-467.
  • Webb, W.M., Marsh, K.L., Schneinderman, W. ve Da- vis, B. (1989). Interaction between self- monitoring and manipulated of self- awareness. Journal of Personality and Soci- al Psychology, 56(1), 70-80.
  • Wispé, L. (1986). The distinction between sympathy and empathy to call forth a concept: a world is needed. sonality and Social Psychology, 50(2), 314- 321.
  • Young, S.K., Fox, N.A. ve Zahn-Waxler, C. (1999). The re
  • lations between temperament and empathy in 2 ye- ars- 127
There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Necla Acun Kapıkıran This is me

Publication Date February 1, 2009
Submission Date August 1, 2014
Published in Issue Year 2009 Volume: 26 Issue: 26

Cite

APA Kapıkıran, N. A. (2009). Öğretmen Adaylarının Empatik Eğilim ve Kendini Ayarlama Açısından İncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26(26), 81-91.