Research Article
BibTex RIS Cite

A RELATIONSHIP BETWEEN COGNITIVE STRUCTURE, COGNITIVE STYLE AND LEARNED RESOURCEFULNESS

Year 2020, Issue: 40, 53 - 65, 29.06.2020
https://doi.org/10.30794/pausbed.682866

Abstract

References

  • Aftab, M. ve Khatoon, T. (2012). Demographic Differences and Occupational Stress of Secondary School Teachers. European Scientific Journal, Volume 8, No. 5, 159-175.
  • Armstrong, S. J. (2000). The Influence of Individual Cognitive Style on Performance in Management Education. Educational Psychology, Volume 20, No. 3, 323-339.
  • Aslan, H. ve Çeçen, A. R. (2007). Ortaöğretim Kurumlarında Görev Yapan Öğretmenlerin Cinsiyetlerine ve Öğrenilmiş Güçlülük Düzeylerine Göre Mizah Tarzlarının İncelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt 16, Sayı 2, 1-14.
  • Bachkirova, T. (2005). Teacher Stress and Personal Values: An Exploratory Study. School Psychology International, Volume 26, No. 3, 340-352.
  • Barbosa, S. D., Gerhardt, M. W. ve Kickul, J. R. (2007). The Role of Cognitive Style and Risk Preference on Entrepreneurial Self-Efficacy and Entrepreneurial Intentions. Journal of Leadership and Organizational Studies, Volume 13, No. 4, 86-104.
  • Bar-Tal, Y. (1994). The Effect on Mundane Decision-Making of the Need and Anbility to Achieve Cognitive Structure. European Journal of Personality, Volume 8, 45-48.
  • Belcastro, P. A. ve Gold, R. S. (1983). Teacher Stress and Burnout: Implications for School Health Personnel. Journal of School Health, Volume 53, No. 7, 404-407.
  • Burke, R. J. ve Greenglass, E. (1995). A Longitudinal Study of Psychological Burnout in Teachers. Human Relations, Volume 48, No. 2, 187-202.
  • Byrne, B. M. (1993). The Maslach Burnout Inventory: Testing for Factorial Validity and Invariance Across Elementary, Intermediate and Secondary Teachers, Volume 66, 197-212.
  • Carpenter, M. A., Geletkanycz, M. A. ve Sanders, W. G. (2004). Upper Echelons Research Revisited: Antecedents, Elements, and Consequences of Top Management Team Composition, Journal of Management, Volume 30, No. 6, 749-778.
  • Chaganti, R. ve Sambharya, R. (1987). Strategic Orientation and Characteristics of Upper Management. Strategic Management Journal, Volume 8, 393-401.
  • Cools, E. ve Van den Broeck, H. (2007). Development and Validation of the Cognitive Style Indicator, The Journal of Psychology: Interdisciplinary and Applied, Volume 141, No. 4, 359-387.
  • Finkelstein, S. Hambrick, D. C. ve Cannella A. A., Jr. (2009). Strategic Leadership Theory and Research on Executives, Top Management Teams, and Boards, Oxford University Press, Inc, New York.
  • Georgokakis, D. (2014). Antecedents and Consequences of Top Management Team Diversity: Expanding the Upper Echelons Research Stream. (Unpublished Doctoral Dissertation), University of St. Gallen, School of Management, Economics, Law, Social Sciences and International Affairs, Schaan.
  • Gözüm, A. İ. C. (2015). Okul Öncesi, Sınıf ve Fen Bilgisi Öğretmenlerinin Fen Bilimleri Öz-Yeterliklerine Göre Sosyo-Bilimsel Tutum ve Bilişsel Yapılarının Belirlenmesi (Kars İli Örneği). (Yayımlanmamış Doktora Tezi), Ondokuz Mayıs Üniversitesi Eğitim Bilimleri Enstitüsü, Samsun.
  • Hambrick, D. C. ve Mason, P. A. (1984). Upper Echelons: The Organization as a Reflection of Its Top Managers. The Academy of Management Review, Volume 9, No. 2, 193-206.
  • Israel, G. D. (2013) Determining Sample Size. Institute of Food and Agricultural Sciences (IFAS), University of Florida, PEOD-6, 1-5.
  • Kennett, D. J. ve Keefer, K. V. (2006). Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach. Educational Psychology, Volume 26, No. 3, 441-457.
  • Lai, Chien-Yu (2005). Learned Resourcefulness, Cognitive Processes, and Adaptive Functioning in Depressed Adults, Case Western Reserve University (Health Sciences). ProQuest Dissertations Publishing, 3172190.
  • Leech, N. L., Barrett, K. C. ve Morgan, G. A. (2015). IBM SPSS for Intermediate Statistics Use and Interpretation, Routledge, Fifth Edition, New York.
  • Martin, R. ve Kennett, D. (2019). Interpreting Students’ Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens. Teaching & Learning Inquiry, Volume 7, No. 2.
  • Nagel, L. ve Brown, S. (2003). The ABCs of Managing Teacher Stress. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Volume 76, No. 5, 255-258.
  • Pansiri, J. (2005). The Influencers of Managers’ Characteristics and Perceptions in Strategic Alliance Practice. Management Decision, Volume 43, No. 9, 1097-1113.
  • Rand, A. (1990). Introduction to Objectivist Epistemology, Meridian, Expanded Second Edition, New York.
  • Rosenbaum, M. (1980). A Schedule for Assessing Self-Control Behaviors: Preliminary Findings. Behavior Therapy, Volume 11, 109-121.
  • Rosenbaum, M. (1989). Self-Control Under Stress: The Role of Learned Resourcefulness. Advances in Behaviour Research and Therapy, Volume 11, 249-258.
  • Sadler-Smith, E. (2004). Cognitive Style and the Management of Small and Medium-Sized Enterprises. Organization Studies, Volume 25, No. 2, 155-181.
  • Ting, I. W. K., Azizan, N. A. ve Kweh, Q. L. (2015). Upper Echelon Theory Revisited: The Relationship Between CEO Personal Characteristics and Financial Leverage Decision. Procedia – Social and Behavioral Sciences.
  • Türk Dil Kurumu (2011). Türk Dil Kurumu Türkçe Sözlük, Türk Dil Kurumu Yayınları, 11. Baskı, Ankara.
  • White, J. C., Varadarajan, P. R. ve Dacin P. A. (2003). Market Situation Interpretation and Response: The Role of Cognitive Style, Organizational Culture, and Information Use. Journal of Marketing, Volume 67, No. 3, 63-79.
  • Yürür, S. ve Keser, A. (2010). Öğrenilmiş Güçlülük: Öğretmenler Üzerinde Bir Uygulama. Çalışma İlişkileri Dergisi, Cilt 1, Sayı 1, 59-70.
  • Zauszniewski, J. A. (2016). Resourcefulness. Western Journal of Nursing Research, Volume 38, No. 12, 1551-1553.

BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ

Year 2020, Issue: 40, 53 - 65, 29.06.2020
https://doi.org/10.30794/pausbed.682866

Abstract

Çalışmanın temel amacı, mesleki faaliyetlerde stres unsurlarıyla baş etmek için bilişsel dağarcığa dayalı öğrenilmiş güçlülük sergileyen öğretmenlerin, bunu önemli şekillerde etkileyebilecek bilgileri algılama ve işlemede alışılmış bir kişisel tercihleri olan bilişsel yapı ve bilişsel stilleri arasındaki ilişkinin araştırılmasıdır. Konuyla ilgili literatürde öğretmenlerin stresle baş etme çabalarına yönelik çok sayıda araştırma olmasına rağmen öğrenilmiş güçlülük sürecini öğrenme, sorun çözme ve karar vermede önemli şekilde etkileyebilecek bilişsel yapı ve bilişsel stil arasındaki ilişkinin çalışılmadığı görülmüştür. Bu doğrultuda Tekirdağ il sınırları içinde faaliyet göstermekte olan özel eğitim kurumları bünyesindeki 112 kişilik öğretmen grubu araştırmanın örneklem grubunu oluşturmuştur. Yapılan analizler neticesinde bilişsel yapı ile öğrenilmiş güçlülük arasında pozitif orta düzey, bilişsel stil boyutları ile öğrenilmiş güçlülük arasında kısmi ilişki olduğu görülmüştür.

References

  • Aftab, M. ve Khatoon, T. (2012). Demographic Differences and Occupational Stress of Secondary School Teachers. European Scientific Journal, Volume 8, No. 5, 159-175.
  • Armstrong, S. J. (2000). The Influence of Individual Cognitive Style on Performance in Management Education. Educational Psychology, Volume 20, No. 3, 323-339.
  • Aslan, H. ve Çeçen, A. R. (2007). Ortaöğretim Kurumlarında Görev Yapan Öğretmenlerin Cinsiyetlerine ve Öğrenilmiş Güçlülük Düzeylerine Göre Mizah Tarzlarının İncelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt 16, Sayı 2, 1-14.
  • Bachkirova, T. (2005). Teacher Stress and Personal Values: An Exploratory Study. School Psychology International, Volume 26, No. 3, 340-352.
  • Barbosa, S. D., Gerhardt, M. W. ve Kickul, J. R. (2007). The Role of Cognitive Style and Risk Preference on Entrepreneurial Self-Efficacy and Entrepreneurial Intentions. Journal of Leadership and Organizational Studies, Volume 13, No. 4, 86-104.
  • Bar-Tal, Y. (1994). The Effect on Mundane Decision-Making of the Need and Anbility to Achieve Cognitive Structure. European Journal of Personality, Volume 8, 45-48.
  • Belcastro, P. A. ve Gold, R. S. (1983). Teacher Stress and Burnout: Implications for School Health Personnel. Journal of School Health, Volume 53, No. 7, 404-407.
  • Burke, R. J. ve Greenglass, E. (1995). A Longitudinal Study of Psychological Burnout in Teachers. Human Relations, Volume 48, No. 2, 187-202.
  • Byrne, B. M. (1993). The Maslach Burnout Inventory: Testing for Factorial Validity and Invariance Across Elementary, Intermediate and Secondary Teachers, Volume 66, 197-212.
  • Carpenter, M. A., Geletkanycz, M. A. ve Sanders, W. G. (2004). Upper Echelons Research Revisited: Antecedents, Elements, and Consequences of Top Management Team Composition, Journal of Management, Volume 30, No. 6, 749-778.
  • Chaganti, R. ve Sambharya, R. (1987). Strategic Orientation and Characteristics of Upper Management. Strategic Management Journal, Volume 8, 393-401.
  • Cools, E. ve Van den Broeck, H. (2007). Development and Validation of the Cognitive Style Indicator, The Journal of Psychology: Interdisciplinary and Applied, Volume 141, No. 4, 359-387.
  • Finkelstein, S. Hambrick, D. C. ve Cannella A. A., Jr. (2009). Strategic Leadership Theory and Research on Executives, Top Management Teams, and Boards, Oxford University Press, Inc, New York.
  • Georgokakis, D. (2014). Antecedents and Consequences of Top Management Team Diversity: Expanding the Upper Echelons Research Stream. (Unpublished Doctoral Dissertation), University of St. Gallen, School of Management, Economics, Law, Social Sciences and International Affairs, Schaan.
  • Gözüm, A. İ. C. (2015). Okul Öncesi, Sınıf ve Fen Bilgisi Öğretmenlerinin Fen Bilimleri Öz-Yeterliklerine Göre Sosyo-Bilimsel Tutum ve Bilişsel Yapılarının Belirlenmesi (Kars İli Örneği). (Yayımlanmamış Doktora Tezi), Ondokuz Mayıs Üniversitesi Eğitim Bilimleri Enstitüsü, Samsun.
  • Hambrick, D. C. ve Mason, P. A. (1984). Upper Echelons: The Organization as a Reflection of Its Top Managers. The Academy of Management Review, Volume 9, No. 2, 193-206.
  • Israel, G. D. (2013) Determining Sample Size. Institute of Food and Agricultural Sciences (IFAS), University of Florida, PEOD-6, 1-5.
  • Kennett, D. J. ve Keefer, K. V. (2006). Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach. Educational Psychology, Volume 26, No. 3, 441-457.
  • Lai, Chien-Yu (2005). Learned Resourcefulness, Cognitive Processes, and Adaptive Functioning in Depressed Adults, Case Western Reserve University (Health Sciences). ProQuest Dissertations Publishing, 3172190.
  • Leech, N. L., Barrett, K. C. ve Morgan, G. A. (2015). IBM SPSS for Intermediate Statistics Use and Interpretation, Routledge, Fifth Edition, New York.
  • Martin, R. ve Kennett, D. (2019). Interpreting Students’ Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens. Teaching & Learning Inquiry, Volume 7, No. 2.
  • Nagel, L. ve Brown, S. (2003). The ABCs of Managing Teacher Stress. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Volume 76, No. 5, 255-258.
  • Pansiri, J. (2005). The Influencers of Managers’ Characteristics and Perceptions in Strategic Alliance Practice. Management Decision, Volume 43, No. 9, 1097-1113.
  • Rand, A. (1990). Introduction to Objectivist Epistemology, Meridian, Expanded Second Edition, New York.
  • Rosenbaum, M. (1980). A Schedule for Assessing Self-Control Behaviors: Preliminary Findings. Behavior Therapy, Volume 11, 109-121.
  • Rosenbaum, M. (1989). Self-Control Under Stress: The Role of Learned Resourcefulness. Advances in Behaviour Research and Therapy, Volume 11, 249-258.
  • Sadler-Smith, E. (2004). Cognitive Style and the Management of Small and Medium-Sized Enterprises. Organization Studies, Volume 25, No. 2, 155-181.
  • Ting, I. W. K., Azizan, N. A. ve Kweh, Q. L. (2015). Upper Echelon Theory Revisited: The Relationship Between CEO Personal Characteristics and Financial Leverage Decision. Procedia – Social and Behavioral Sciences.
  • Türk Dil Kurumu (2011). Türk Dil Kurumu Türkçe Sözlük, Türk Dil Kurumu Yayınları, 11. Baskı, Ankara.
  • White, J. C., Varadarajan, P. R. ve Dacin P. A. (2003). Market Situation Interpretation and Response: The Role of Cognitive Style, Organizational Culture, and Information Use. Journal of Marketing, Volume 67, No. 3, 63-79.
  • Yürür, S. ve Keser, A. (2010). Öğrenilmiş Güçlülük: Öğretmenler Üzerinde Bir Uygulama. Çalışma İlişkileri Dergisi, Cilt 1, Sayı 1, 59-70.
  • Zauszniewski, J. A. (2016). Resourcefulness. Western Journal of Nursing Research, Volume 38, No. 12, 1551-1553.
There are 32 citations in total.

Details

Primary Language Turkish
Subjects Finance
Journal Section Articles
Authors

Ali Can Yılmaz 0000-0001-9627-373X

Korhan Arun 0000-0001-7494-9591

Publication Date June 29, 2020
Acceptance Date April 21, 2020
Published in Issue Year 2020 Issue: 40

Cite

APA Yılmaz, A. C., & Arun, K. (2020). BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(40), 53-65. https://doi.org/10.30794/pausbed.682866
AMA Yılmaz AC, Arun K. BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ. PAUSBED. June 2020;(40):53-65. doi:10.30794/pausbed.682866
Chicago Yılmaz, Ali Can, and Korhan Arun. “BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 40 (June 2020): 53-65. https://doi.org/10.30794/pausbed.682866.
EndNote Yılmaz AC, Arun K (June 1, 2020) BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 40 53–65.
IEEE A. C. Yılmaz and K. Arun, “BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ”, PAUSBED, no. 40, pp. 53–65, June 2020, doi: 10.30794/pausbed.682866.
ISNAD Yılmaz, Ali Can - Arun, Korhan. “BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 40 (June 2020), 53-65. https://doi.org/10.30794/pausbed.682866.
JAMA Yılmaz AC, Arun K. BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ. PAUSBED. 2020;:53–65.
MLA Yılmaz, Ali Can and Korhan Arun. “BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 40, 2020, pp. 53-65, doi:10.30794/pausbed.682866.
Vancouver Yılmaz AC, Arun K. BİLİŞSEL YAPI, BİLİŞSEL STİL VE ÖĞRENİLMİŞ GÜÇLÜLÜK ARASINDAKİ İLİŞKİ. PAUSBED. 2020(40):53-65.