Beden eğitimi ve spor öğretmeni adaylarında narsisizm ve nörotisizmin gerçek ve tahmin edilen ders notuna etkisi

Year 2019, Volume: 5 Issue: 3, 138 - 142, 15.09.2019

Nihal Dal

https://doi.org/10.18826/useeabd.592614

Cited By: 1

Abstract

Amaç: Bu çalışmanın amacı, beden eğitimi ve spor öğretmeni adaylarında narsisizm ve duygusal tutarsızlığın gerçek ve tahmin edilen sınav notuna etkisini incelemektir. 

Metod: Araştırmaya 20si kadın toplam 60 beden eğitimi öğretmeni adayı katılmıştır. Katılımcılar eğitim psikolojisi vize sınavı öncesinde narsisizm ve nörotisizm ölçümlerini tamamlamışlardır. Katılımcılar sınavdan hemen sonra bekledikleri notu da rapor etmişlerdir. 

Bulgular: Korelasyon analizi sonuçları narsisizmin tahmin edilen notun gerçek nottan sapma miktarı ile pozitif yönde anamlı ilişki olduğunu göstermiştir. Bu sonuçlar narsistlerin bekledikleri notu abartma eğiliminde olduklarına işaret etmiştir. Regresyon analizi sonuçları da narsisizmin beklenilen notun gerçek nottan sapma miktarını anlamlı olarak öngörebildiğini göstermiştir. İki yönlü varyans analizi sonuçlarına göre, yüksek narsisizme sahip bireylerin tahmin ettikleri sınav notunun gerçek nottan daha büyük bir sapma gösterdiği saptanmıştır.  

Sonuçlar: Narsistler sınavdan bekledikleri notu abartmaya eğilimli olabilir.   

Keywords

Narsisizm , Nörotisizm , Sınav notu

The effect of narcissism and neuroticism on physical education and sports teacher candidates of real and self-estimated exam grades

Abstract

Aim: The present study aimed to investigate the joint effect of narcissism and neuroticism on physical education teacher candidates’ real and self-estimated exam grades. 

Methods: The sample included 60 (20 female) first-year physical education teacher candidates. Before the educational psychology visa exam, participants completed measures of narcissism and neuroticism. Immediately after the exam, participants reported their expected exam grades. 

Results: Results of the correlation analysis indicated that narcissism was positively and significantly associated with the deviation of the self-estimated exam grade from the real exam grade, which means that narcissistic individuals may tend to overestimate their exam grades. Regression analyses also confirmed that narcissism is a significant predictor of the deviation of the self-estimated exam grade from the real exam grade. A two-way analysis of variance further demonstrated that narcissistic individuals self-estimated exam grades showed a higher deviation from the real exam grades than their non-narcissistic counterparts. 

Conclusion: Narcissistic individuals may have a predisposition to overestimate their exam grades.

Keywords

Narcissism , Neuroticism , Exam grade

References

• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: American Psychiatric Association.
• Atay, S. (2009). NARSİST Ki̇şi̇li̇k Envanteri̇'ni̇n Türkçe’ye Standardi̇zasyonu. İktisadi ve İdari Bilimler Fakültesi Dergisi, 11(1), 1–16.
• Barlow, M., Woodman, T. Gorgulu, R. & Voyzey, R. (2016). Ironic effects of performance are worse for neurotics. Psychology of Sport and Exercise, 24, 27-37, doi:10.1016/j.psychsport.2015.12.005.
• Chamorro-Premuzic, T., & Furnham, A. (2003). Personality Traits and Academic Examination Performance. European Journal of Personality, 17(3), 237–250. https://doi.org/10.1002/per.473
• Gabriel, M. T., Critelli, J. W., & Ee, J. S. (1994). Narcissistic illusions in self-evaluations of intelligence and attractiveness. Journal of Personality, 62, 143–155.
• Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. P. (2008). Self-entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37, 1193–1204.
• John, O. P., & Robins, R. W. (1994). Accuracy and bias in selfperception: Individual differences in self-enhancement and the role of narcissism. Journal of Personality & Social Psychology, 66, 206–219.
• Miller, J. D., & Campbell, W. K. (2008). Comparing clinical and social-personality conceptualizations of narcissism. Journal of Personality. Journal of Personality, 76(3), 449–476.
• Millon, T., & Davis, R. O. (1996). Disorders of personality: DSM-IV and beyond (2nd ed.). (John Wiley & Sons., Ed.). Oxford, England.
• Raskin, R. N., & Terry, H. (1988). A principal-components analysis of the narcissistic personality inventory and further evidence of its construct validity. Journal of Personality & Social Psychology, 54, 890–902.
• Ridgell, S. D., & Lounsbury, J. W. (2004). Predicting academic success: General intelligence," Big Five" personality traits, and work drive. College Student Journal, 38(4), 607–619.
• Somer, O., Korkmaz, M., & Tatar, A. (2004). Somer, O., Korkmaz, M., & Tatar, A. (2004). Five-factor personality model from theory to application and five-factor personality inventory. Bornova/Izmir: Ege University Press. Five-factor personality model from theory to application and five-factor personality inventory.
• Tatar A. (2005). Çok Boyutlu Kişilik Envanteri’nin Madde-Cevap Kurarmna Gore Kisa Formunun Geliştirilmesi ve Psikometrik ozelliklerinin incelenmesi. Ege Üniversitesi, Sosyal Bilimler Üniversitesi.
• Tok, S., & Morali, S. L. (2009). Trait Emotional Intelligence, The Big Five Personality Dimensions And Academic Success In Physical Education Teacher Candidates. Social Behavior and Personality, 37(7), 921–932. https://doi.org/http://dx.doi.org/10.2224/sbp.2009.37.7.921
• Woodman, T., Roberts, R., Hardy, L., Callow, N., & Rogers, C. H. (2011). There Is an “I” in TEAM: Narcissism and Social Loafing. Research Quarterly for Exercise and Sport, 82(2), 285–290. https://doi.org/10.1080/02701367.2011.10599756