Araştırma Makalesi
İlkokul Öğrencilerinde Okul Nezaket Algısı ve Psikolojik ve Duygusal İyi Oluş Arasındaki İlişkisinin İncelenmesi
Öz
Bu çalışmada ilkokul öğrencilerinin
okullarındaki nezakete ilişkin algılarının öğrencilerin psikolojik ve duygusal
iyi oluşları ile ilişkisinin incelenmesi amaçlanmıştır. Bu amaçla Okul Nezaket
Algısı Ölçeği, Stirling Çocuklar için Duygusal ve Psikolojik İyi Oluş Ölçeği ve
Kişisel Bilgi Formu, 2016-2017 eğitim öğretim yılında Bursa’da bir ilkokulun
üçüncü ve dördüncü sınıflarında öğrenim gören 526 (261 kız ve 265 erkek)
öğrenciye uygulanmıştır. Yapılan iki ayrı bağımsız gruplar için t-testinin bulgularına göre okul
nezaket algısı ve psikolojik ve duygusal iyi oluşun cinsiyete göre anlamlı
biçimde farklılaşmadığı tespit edilmiştir. Okul nezaket algısı ile psikolojik
ve duygusal iyi oluşun ilişkisini incelemek amacıyla yapılan Pearson Momentler
Çarpım korelasyonu sonucunda iki değişkenin pozitif yönde ilişkili olduğu (r =. 38,
p<.05) bulunmuştur. Ayrıca
basit doğrusal regresyon analizi sonucunda okul nezaket algısının, duygusal ve
psikolojik iyi oluş varyansının %14'ünü açıkladığı belirlenmiştir.
Anahtar Kelimeler
Duygusal iyi oluş ilkokul öğrencileri okul nezaketi psikolojik iyi oluş
Kaynakça
- Amado, S. (2005). Emotional well-being of first year university students: family functioning and attachment styles. Unpublished master's thesis. Middle East Technical Universty Graduate School of Social Sciences, Ankara. Askell-Williams, H., Lawson, M. J. & Slee, P. T. (2009). Venturing into schools: Locating mental health initiatives in complex environments. The International Journal of Emotional Education, 1(2),14- 33. Bacon, N., Brophy, M., Mguni, G. M. & Shandro, A. (2010). “The State of Happiness: Can public policy shape people’s wellbeing and resilience?” Paper commissioned for The Young Foundation, London, UK. Bagdi, A. & Vacca, J. (2005). Supporting Early Childhood Social-Emotional Well Being. The Building Blocks for Early Learning and School Success. Early Childhood Education Journal, 33(3), 145-150. DOI: 10.1007/s10643-005-0038-y. Ben-Arieh, A. (2006). “Measuring and monitoring the well-being of young children around the World”, Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: early childhood care and education, UNESCO, Geneva. Bernard, M. E., Stephanou, A. & Urbach, D. (2007). Student social and emotional health report: A research project conducted by the Australian Council for Educational Research (ACER). ACER, Melbourne. Beyazkürk, D., Anliak, Ş. & Dinçer, Ç. (2007). Çocuklukta akran ilişkileri ve arkadaşlık. Eurasian Journal of Educational Research (EJER), 26, 13-26. Binfet, J. T. (2015). Not-so random acts of kindness: a guide to ıntentional kindness in the classroom. The İnternational Journal of Emotional Education, 7(2), 35-51. Binfet, J. T. & Gaertner, A. (2015). Children's conceptualizations of kindness at school.Canadian Children, 40( 3), 27-3. Binfet, J. T., Gadermann, A. M. & Schonert-Reichl K. Y. A. (2016). Measuring kindness at school: psychometric properties of a school kindness scale for children and adolescents. Psychology in the Schools, 53(2), 111-126. Bond, L., Carlin, J. B., Thomas, L., Rubin, L. & Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. BMJ, 323(1), 480-484. Brechman-Toussaint, M., & Kogler, E. (2010). Review of international and national integrated service models for young people in the preadolescent and adolescent years: Benefits, barriers and enablers. Canberra: ARACY Brdar, I. & Kashdan, T. B. (2010). Character strengths and well-being in Croatia: An empirical investigation of structure and correlates. Journal of Research in Personality, 44, 151–154. Buchanan, K. E. & Bardi, A. (2010). Act of kindness and act of novelty affect life satisfaction. The Journal of Social Psychology, 150 (3). 235-237. DOI: 10.1080/00224540903365554. Crews, D. J., Lochbaum, M. R. & Landers, D. M. (2004). Aerobic physical activity effects on psychological well-being in low-income hispanic children. Perceptual and Motor Skills, 98(3), 19-324. Cihangir-Çankaya, Z. (2009). Öğretmen adaylarında temel psikolojik ihtiyaçların doyumu ve iyi olma. Türk Eğitim Bilimleri Dergisi, 7(3), 691-711. Cirhinlioğlu, F. G. (2006). Üniversite öğrencilerinde utanç eğilimi, dini yönelimler, benlik kurguları ve psikolojik iyilik hali arasındaki ilişkiler. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara. Çalık, T., Özbay, Y., Özer, A., Kurt, T. & Kandemir, M. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, prososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 15(60), 555-576. Çekin, A. (2013). İmam hatip lisesi öğrencilerinin prososyal davranış eğilimleri üzerine nicel bir inceleme. Uluslararası Sosyal Araştırmalar Dergisi, 6(28), 34-45. Deiner, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. Deiner, E., Lucas, R. E. & Scollon, C. N. (2009). Beyond the Hedonic Treadmill: Revising the Adaptation Theory of Well-Being. E.Diener (Ed.). The science of well-being. 113-118. Erişim web site: http://www.springer.com/series/6548. D’raven, L. L. & Pasha- Zaidi, N. (2014). Happiness strategies among arab university students in the united arab emirates. The Journal of Happiness ve Well-Being, 2(1), 131-143. Dutrizac, G. (2005). When who ı am ıncludes close relatıonshıps: Examining the role of relational self-construal in social and emotional well being. A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy. The University of Western Ontario: Faculty o f Graduate Studies. Eisenberg, M. A. & Neumark- Sztainer, D. (2003). Associations of weight-based teasing and emotional well-being among adolescents. Arch Pediatr Adolesc Med, 157, 733-738. Erkuş, A. (2011). Davranış bilimleri için bilimsel araştırma süreci (3.baskı). Ankara: Seçkin Yayıncılık. Fava, A. G. & Ruini, C. (2003). Development and characteristics of a well-being enhancing psychotherapeutic strategy: well-being therapy. Journal of Behavior Therapy and Experimental Psychiatry,34 (1), 45-63. https://doi.org/10.1016/S0005-7916(03)00019-3. Friedrich, A. A., Mendez, L. M. & Mihalas, S. T. (2010). Gender as a factor in school-based mental health service delivery. School Psychology Review,1 (39), 122–136. Gander, F., Proyer, R. T., Ruch, W. & Wyss, T. (2012). Strength-based positive ınterventions: further evidence for their potential in enhancing well-being and alleviating depression. Journal of Happiness Study, 11-32. DOI 10.1007/s10902-012-9380-0. Göçet- Tekin, E. (2014). Üniversite öğrencilerinin psikolojik iyi olma duygusal zekâ ve sosyal iyi olma düzeyleri arasındaki ilişkilerin incelenmesi. Yayımlanmamış Doktora Tezi. Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya. 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Investigation of the Relationship between School Kindness and Psychological and Emotional Well-Being among Primary School Students
Öz
The
purpose of the present study is to investigate the relationship between
students’ perception of school kindness and their psychological and emotional
well-being. With this purpose, School Kindness Scale, Stirling Psychological
and Emotional Well-being Scale and a personal information sheet were
administered to 526 (261 female and 265 male) third and fourth year primary
school students attanding at a state primary school on 2016-2017 school year.
According to the results of two separate independet samples t- tests, neither
school kindness nor psychological and emotional well-being differ sinificantly
according to the gender of students. Pearson Product Moments Correlation
coefficients calculated to examine the relationship between school kindness and
pschological and emotioanl well-being revealed a significant positive
relationship (r =.38, p<.05). Morevor, results of simple linear regression
analysis indicated that school kindness predicts 14% of the total variance of
the psychological and emotional well-being scores of students.
Anahtar Kelimeler
Emotional well-being primary school students school kindness psychological well-being
Kaynakça
- Amado, S. (2005). Emotional well-being of first year university students: family functioning and attachment styles. Unpublished master's thesis. Middle East Technical Universty Graduate School of Social Sciences, Ankara. Askell-Williams, H., Lawson, M. J. & Slee, P. T. (2009). Venturing into schools: Locating mental health initiatives in complex environments. The International Journal of Emotional Education, 1(2),14- 33. Bacon, N., Brophy, M., Mguni, G. M. & Shandro, A. (2010). “The State of Happiness: Can public policy shape people’s wellbeing and resilience?” Paper commissioned for The Young Foundation, London, UK. Bagdi, A. & Vacca, J. (2005). Supporting Early Childhood Social-Emotional Well Being. The Building Blocks for Early Learning and School Success. Early Childhood Education Journal, 33(3), 145-150. DOI: 10.1007/s10643-005-0038-y. Ben-Arieh, A. (2006). “Measuring and monitoring the well-being of young children around the World”, Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: early childhood care and education, UNESCO, Geneva. Bernard, M. E., Stephanou, A. & Urbach, D. (2007). Student social and emotional health report: A research project conducted by the Australian Council for Educational Research (ACER). ACER, Melbourne. Beyazkürk, D., Anliak, Ş. & Dinçer, Ç. (2007). Çocuklukta akran ilişkileri ve arkadaşlık. Eurasian Journal of Educational Research (EJER), 26, 13-26. Binfet, J. T. (2015). Not-so random acts of kindness: a guide to ıntentional kindness in the classroom. The İnternational Journal of Emotional Education, 7(2), 35-51. Binfet, J. T. & Gaertner, A. (2015). Children's conceptualizations of kindness at school.Canadian Children, 40( 3), 27-3. Binfet, J. T., Gadermann, A. M. & Schonert-Reichl K. Y. A. (2016). Measuring kindness at school: psychometric properties of a school kindness scale for children and adolescents. Psychology in the Schools, 53(2), 111-126. Bond, L., Carlin, J. B., Thomas, L., Rubin, L. & Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. BMJ, 323(1), 480-484. Brechman-Toussaint, M., & Kogler, E. (2010). Review of international and national integrated service models for young people in the preadolescent and adolescent years: Benefits, barriers and enablers. Canberra: ARACY Brdar, I. & Kashdan, T. B. (2010). Character strengths and well-being in Croatia: An empirical investigation of structure and correlates. Journal of Research in Personality, 44, 151–154. Buchanan, K. E. & Bardi, A. (2010). Act of kindness and act of novelty affect life satisfaction. The Journal of Social Psychology, 150 (3). 235-237. DOI: 10.1080/00224540903365554. Crews, D. J., Lochbaum, M. R. & Landers, D. M. (2004). Aerobic physical activity effects on psychological well-being in low-income hispanic children. Perceptual and Motor Skills, 98(3), 19-324. Cihangir-Çankaya, Z. (2009). Öğretmen adaylarında temel psikolojik ihtiyaçların doyumu ve iyi olma. Türk Eğitim Bilimleri Dergisi, 7(3), 691-711. Cirhinlioğlu, F. G. (2006). Üniversite öğrencilerinde utanç eğilimi, dini yönelimler, benlik kurguları ve psikolojik iyilik hali arasındaki ilişkiler. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara. Çalık, T., Özbay, Y., Özer, A., Kurt, T. & Kandemir, M. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, prososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 15(60), 555-576. Çekin, A. (2013). İmam hatip lisesi öğrencilerinin prososyal davranış eğilimleri üzerine nicel bir inceleme. Uluslararası Sosyal Araştırmalar Dergisi, 6(28), 34-45. Deiner, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. Deiner, E., Lucas, R. E. & Scollon, C. N. (2009). Beyond the Hedonic Treadmill: Revising the Adaptation Theory of Well-Being. E.Diener (Ed.). The science of well-being. 113-118. Erişim web site: http://www.springer.com/series/6548. D’raven, L. L. & Pasha- Zaidi, N. (2014). Happiness strategies among arab university students in the united arab emirates. The Journal of Happiness ve Well-Being, 2(1), 131-143. Dutrizac, G. (2005). When who ı am ıncludes close relatıonshıps: Examining the role of relational self-construal in social and emotional well being. A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy. The University of Western Ontario: Faculty o f Graduate Studies. Eisenberg, M. A. & Neumark- Sztainer, D. (2003). Associations of weight-based teasing and emotional well-being among adolescents. Arch Pediatr Adolesc Med, 157, 733-738. Erkuş, A. (2011). Davranış bilimleri için bilimsel araştırma süreci (3.baskı). Ankara: Seçkin Yayıncılık. Fava, A. G. & Ruini, C. (2003). Development and characteristics of a well-being enhancing psychotherapeutic strategy: well-being therapy. Journal of Behavior Therapy and Experimental Psychiatry,34 (1), 45-63. https://doi.org/10.1016/S0005-7916(03)00019-3. Friedrich, A. A., Mendez, L. M. & Mihalas, S. T. (2010). Gender as a factor in school-based mental health service delivery. School Psychology Review,1 (39), 122–136. Gander, F., Proyer, R. T., Ruch, W. & Wyss, T. (2012). Strength-based positive ınterventions: further evidence for their potential in enhancing well-being and alleviating depression. Journal of Happiness Study, 11-32. DOI 10.1007/s10902-012-9380-0. Göçet- Tekin, E. (2014). Üniversite öğrencilerinin psikolojik iyi olma duygusal zekâ ve sosyal iyi olma düzeyleri arasındaki ilişkilerin incelenmesi. Yayımlanmamış Doktora Tezi. Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya. Gülay, H. (2012). Okul öncesi dönemde akran ilişkileri. BAÜ SBED, 12 (22), 82-93. Gürel, A. N. (2009). Effects of thinking styles and gender on psychological well-being. (Unpublished master's thesis). University of Middle East Tecnical The Graduate School of Social Sciences, Ankara. Gürsu, O. (2010). Ergenlerde psikolojik sağlığın demografik değişkenler açısından incelenmesi. Kuramsal Eğitimbilim Dergisi, 5 (1), 110-130. http://www.keg.aku.edu.tr. Hamilton, M. & Redmond, G. (2010). Conceptualisation of social and emotional wellbeing for children and young people, and policy implications. Australian Research Alliance for Children and Youth and the Australian Institute of Health and Welfare, Canberra. Kabakçı, Ö. F. (2016). Karakter güçleri ve erdemli oluş: güçlü yanlara-dayalı psikolojik danışma ve değerler eğitimine yeni bir yaklaşım. Türk Psikolojik Danışma ve Rehberlik Dergisi; 6(45), 25-40. Kahneman, D. & Deaton, A. (2010). 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Toplam 1 adet kaynakça vardır.