Avrupa Ülkelerinden Gelen Türk Asıllı Üniversite Öğrencilerinin Sosyal Destek ve Sosyal Bağlılıkları Üzerine Nitel Bir Araştırma

Bu araştırmanın amacı, Avrupa ülkelerinden gelen yabancıuyruklu Türk asıllıüniversite öğrencilerinin, üniversite öğrenimleri sırasında algıladıklarısosyal destek ve sosyal bağlılık durumlarıile ilgili görüşlerini incelemektir. Bu çalışmada araştırmaya konu olan üniversite öğrencilerinin kendine özgü durumlarının incelenmesi nedeniyle nitel araştırma içinde yer alan bütüncül tek durum deseni Yıldırım ve Şimşek, 2005, s.290 kullanılmıştır. Bu amaçla 2’si erkek 10’u kız olmak üzere toplam 12 öğrenciye, araştırmacılar tarafından geliştirilen yarıyapılandırılmışgörüşme formu uygulanmıştır. Elde edilen nitel veriler betimsel analizle incelenmiştir. Bulgular, öğrencilerin öğrenim gördükleri sırada herhangi bir sorun yaşamadıkları, çevrelerinden yeterli düzeyde sosyal destek algıladıklarıve kendilerini üniversitede öğrenim gören diğer öğrencilerin bir parçasıolarak sosyal bağlılık duygularının yüksek olduğu şeklinde görüşbildirdiklerini göstermiştir. Sonuç olarak, öğrencilerin üniversite öğrenimleri sırasında başka bir ülkede yaşıyor olmalarına rağmen sosyal destek ve sosyal bağlılık algılarının yüksek olduğu, burada öğrenim görmekten memnuniyet duyduklarısöylenebilir.

Human –as a social being- may face several problems every place and time he/she lives in. He/she tries to benefit from surrounding social support sources to solve the problems he/she has faced. Thus, on the one hand he/she solves his/her problems and on the other hand develops a social connectedness to the group he/she lives in and is together. Cohen 2004 ; Cohen and Wills 1985 define social support as emotional, social, informational and instrumental help that can be received from the environment in case of a need. Studies on university students emphasize that social support and social connectedness concepts are important variables in regard to the adaption of individual to his/her environment and to cope with emotion of loneliness Duru & Poyrazli, 2007; Duru, 2008; Ramsay, Jones & Barker, 2007 . The purpose of this research is to determine the social support and social connectedness received during the university training by Selcuk and Erciyes University students of Turkish origin coming from European countries. Method Integrated single case pattern Yıldırım & Şimsek, 2005, pg.290 that takes place in qualitative research paradigm has been used due to the analysis of distinctive situations of university students of Turkish origin who are the subjects of this research. There are 31 European students of Turkish origin enrolled in Education Faculty of Selcuk University. 28 of these students have come with The Examination of Foreign Students and 2 of them have had state scholarship. Students who have been currently continuing their education started their education with language certificate of TOMER Turkish and Foreign Languages Research and Application Centre or Turkish Proficiency Test applied by Turkish Language Teaching Department of Education Faculty of Selcuk University. Only one student has currently been attending Turkish preparation education. 2 of these students have become citizens of Turkish Republic. Thus the total number is 29 20 female, 9 male . Mean age of students is 22,81. The countries from which students have come from are Germany, Albania, Austria, Bosnia-Herzegovina, Bulgaria and Greece. 9 of these students that could be reached and that are voluntary have been included into the study. 3 European students of Turkish origin enrolled in Education Faculty of Erciyes University have taken Examination for Foreign Students and 1 of these have taken Examination of Children of People Working Abroad. Total number of students is 4 3 female, 1 male . 2 of the students have come from Germany and 2 of them have come from Bulgaria. 3 of these students that could be reached and that are voluntary have been included into the study. Since a descriptive method is applied during the research and since the processes for foreign students are similar in these two faculties, a distinction of sample and analysis is not made between these two groups of students. Thus a total of 12 students take place within the scope of the study. Gathering and Analysis of Data Data are gathered through archieve registers taken from student affairs office of related faculties, structured interview form and personal information form. In addition to the articles of Social Connectedness Scale Duru, 2007 and Social Support Scale Yıldırım, 1997 , the studies of related field literature in terms of social support and social connectedness are also benefited from for the preparation of semi-structured interview form. Opinions of 3 professionals working as professors in universities in departments of psychological counseling and guidance have been asked during the preparation of interview form and it has gained its final form in accordance with the corrections of these professors. Before the study, a pilot study has been carried out with 2 foreign citizen students of Turkish origin of Education Faculty of Selcuk University in order to evaluate the comprehensibility and appropriateness of questions for the group that will be analyzed. Following the fact that there is not an incomprehensible question in the questions as stated by the students and that these questions are appropriate for their conditions, the interview form has been given to the sample group. 1st, 2nd, 3rd, 4th and 5th questions of the question list are related to Structural Support 1, 2 , Functional Support 3 and Support Satisfaction 4 and 5th, 6th and 7th questions are related to Social connectedness. Open-ended questions are asked to students. 1. What kind of problems do you encounter with during your education in Turkey? 2. Explain the support you receive during solving these problems or under normal conditions. 3. Explain in which level/rate and how the supports you receive during adaption process or coping with problems meet your need. 4. In which level these supports you receive during adaption process/coping with problems are effective? 5. Explain your feelings that rise when you participate in new social environments. 6. Explain how you meet your need of belonging to a social group. 7. Explain under which conditions you do not feel that you are a part of a group. Gathered data are analyzed in accordance with the content analysis method within the framework of qualitative research. Within this purpose, thematic coding appropriate to question articles is carried out and findings of frequency and % distributions are presented. Findings The findings of the study demonstrate that 63% of students have not faced any problem during their education in Turkey, 37% of them have faced several problems, 63% of them have received support from their families, 36% of them have not received any support, 54% of them have stated that the support they received met their need substantially, 45% of them have stated that the support they received met their need slightly, 75% of them have stated that the support they received was very effective, 25% of them have stated that the support they received was not effective, 63% of them have stated that they do not participate into social environments, 37% of them have stated that they are happy to participate in social environments, 81% of them have stated that they participate into social activities, courses, cinema and theatre, 18% of students have stated that they have not had any effort to belong into a group, 27% of them have stated that they do not feel that they are a part of a social group when they are forgotten and when they are alone