Türkiye’de 2023 depremi sonrası ebelik öğrencilerinin e-öğrenmeye yönelik tutumları ile gelecek kaygıları arasındaki ilişki

Yıl 2024, , 1 - 7, 30.04.2024

Serap Öztürk Altınayak , Zümrüt Yılar Erkek

https://doi.org/10.61534/anatoljhr.1392880

Öz

Amaç: Depremlerin öğrencilerin öğrenimi üzerindeki zararlı etkisi üzerine yapılan çalışmalar sınırlı seviyededir. Deprem sonrası eğitimin nasıl devam ettiği ise önemli bir konudur. Bu çalışma ile Türkiye’de 2023 depreminden sonra ebelik öğrencilerinin e-öğrenmeye yönelik tutumlarının gelecek kaygıları ile ilişkisini belirlemek amaçlanmıştır.
Yöntem: Bu araştırmada kesitsel araştırma deseni kullanılmıştır. Araştırmaya 09.03.2023- 22.03.2023 tarihleri arasında, Türkiye genelinden dahil edilme kriterlerini karşılayan 1026 öğrenci dahil edilmiştir. Veriler çevrimiçi anket yöntemi kullanılarak toplanmıştır. Veriler Kişisel Bilgi Formu, E-Öğrenme Tutum Ölçeği Üniversite Öğrencileri Formu ve Üniversite Öğrencilerinde Gelecek Kaygısı Ölçeği ile toplanmıştır.
Bulgular: Öğrencilerin E-Öğrenme Tutum Ölçeği’den aldıkları toplam puan 33.53±13.78, Gelecek Kaygısı Ölçeği’den aldıkları toplam puan ise 62.17±13.95 olarak bulunmuştur. Öğrencilerin E-Öğrenme Tutum Ölçeği ve Gelecek Kaygısı Ölçeği puan ortalamaları arasında negatif yönde anlamlı bir ilişki olduğu bulunmuştur.
Sonuçlar: Çalışmada öğrencilerin e-öğrenmeye yönelik tutumlarının düşük, gelecek kaygılarının ise yüksek olduğu bulunmuştur. Öğrencilerin e-öğrenmeye yönelik tutumları olumlu yönde artıkça gelecek kaygılarının azaldığı saptanmıştır.

Anahtar Kelimeler

depremler, ebelik, eğitim, kaygı, öğrenme, Türkiye

The relationship between midwifery students' attitudes towards e-learning and their future anxiety after 2023 earthquakes in Türkiye

Öz

Aim: Studies on the harm caused to education by earthquakes are limited. How education continues after earthquakes is important. This study aimed to determine the relationship between midwifery students' attitudes toward e-learning and their future anxiety after 2023 earthquakes in Türkiye.
Methods: This study used a cross-sectional research design and was conducted from the 9 to 22 March 2023 with 1026 students from across Türkiye. Data were collected using the online survey method. The data were collected with the Personal Information Form, the E-Learning Attitude Scale University Students Form and the Future Anxiety in University Students Scale.
Results: The total score on the E-Learning Attitude Scale was 33.53±13.78, and the total score on the Future Anxiety Scale was 62.17±13.95. There was a significant negative relationship between the mean scores for these two scales.
Conclusion: The study showed that positive attitudes toward e-learning were low and future anxiety was high. It was found that as attitudes toward e-learning increased positively, future anxiety decreased.

Anahtar Kelimeler

anxiety, earthquakes, education, learning, midwifery, Türkiye

Kaynakça

• Amanak, K., Demirkol, İ., & Kuru, Z. (2019). The relationship between problem solving skills and self efficacy proficiency levels of midwifery students. Journal of Duzce University Health Sciences Institute, 9(2): 71-75. https://doi.org/10.33631/duzcesbed.503205
• Arslan, S., & Bayram, A. (2022). Covid-19 investigation of the relationship between the attitudes towards e-learning and perceived learning of nursing students during the covid-19 pandemic period. E-Journal of Dokuz Eylul University Nursing Faculty, 15(4), 468–486. https://doi.org/10.46483/deuhfed.946855
• Aydın, O., & Çiftel, N. (2013). Examining the academic and professional future concerns of students attending secondary education institutions. İstanbul Sabahattin Zaim Üniversitesi, Sosyal Bilimler Enstitüsü, 2(3), 129-166.
• Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20–28. https://doi.org/10.1037/0003-066x.59.1.20
• Bordens, K. S., & Horowıtz, I. A. (2002). Social psychology (2nd ed.). Lawrence Erlbaum Associates.
• Brummet, Q. (2014). The effect of school closings on student achievement. Journal of Public Economics, 119, 108–124. https://doi.org/10.1016/j.jpubeco.2014.06.010
• Bulut, M., Fedakar, R., Akkose, S., Akgoz, S., Ozguc, H., & Tokyay, R. (2005). Medical experience of a university hospital in Turkey after the 1999 marmara earthquake. Emergency Medicine Journal, 22(7), 494–498. https://doi.org/10.1136/emj.2004.016295
• Carr, V. J., Lewin, T. J., Webster, R. A., & Kenardy, J. A. (1997). A synthesis of the findings from the quake impact study: A two-year investigation of the psychosocial sequelae of the 1989 Newcastle earthquake. Social Psychiatry and Psychiatric Epidemiology, 32(3), 123–136. https://doi.org/10.1007/bf00794611
• Ceyhan, E., & Ceyhan, A. A. (2007). Earthquake survivors’ quality of life and academic achievement six years after the earthquakes in Marmara, Turkey. Disasters, 31(4), 516–529. https://doi.org/10.1111/j.1467-7717.2007.01023.x
• Chen, S., Bagrodia, R., Pfeffer, C. C., Meli, L., & Bonanno, G. A. (2020). Anxiety and resilience in the face of natural disasters associated with climate change: A review and methodological critique. Journal of Anxiety Disorders, 76, 102297. https://doi.org/10.1016/j.janxdis.2020.102297
• Davis, T. E., Grills-Taquechel, A. E., & Ollendick, T. H. (2010). The psychological impact from Hurricane Katrina: Effects of displacement and trauma exposure on university students. Behavior Therapy, 41(3), 340–349. https://doi.org/10.1016/j.beth.2009.09.004
• Di Pietro, G. (2017). The academic impact of natural disasters: Evidence from L’Aquila earthquake. Education Economics, 26(1), 62–77. https://doi.org/10.1080/09645292.2017.1394984
• Durgun, H., Can, T., Avcı, A. B., & Kalyoncuoğlu, B. (2021). Nursing students' views on distance education and anxiety levels in covid-19 process. E-Journal of Dokuz Eylul University Nursing Faculty, 14(2), 141–147. https://doi.org/10.46483/deuhfed.824109
• Dursun, A., & Özkan, M. S. (2019). The relationship between the future anxiety and psychological resilience of adolosence: The mediating role of life satisfaction. Life Skills Journal of Psychology, 3(5), 23–37. https://doi.org/10.31461/ybpd.508996
• Engberg, J., Gill, B., Zamarro, G., & Zimmer, R. (2012). Closing schools in a shrinking district: Do student outcomes depend on which schools are closed? Journal of Urban Economics, 71(2), 189–203. https://doi.org/10.1016/j.jue.2011.10.001
• Frankenberg, E., Sikoki, B., Sumantri, C., Suriastini, W., & Thomas, D. (2013). Education, vulnerability, and resilience after a natural disaster. Ecology and Society, 18(2), 16. https://doi.org/10.5751/es-05377-180216
• Geylani, M., & Çiriş Yıldız, C. (2022). Development of Future Anxiety Scale in university students: Validity and reliability. Journal of Inonu University Health Services Vocational School, 10(1), 284–300. https://doi.org/10.33715/inonusaglik.1011330
• Gigantesco, A., Mirante, N., Granchelli, C., Diodati, G., Cofini, V., Mancini, C., ... & D'Argenio, P. (2013). Psychopathological chronic sequelae of the 2009 earthquake in L’Aquila, Italy. Journal of Affective Disorders, 148(2–3), 265–271. https://doi.org/10.1016/j.jad.2012.12.006
• Haznedar, Ö., & Baran, B. (2012). Development of a general attitude scale towards e-learning for faculty of education students. Educational Technology Theory and Practice, 2(2), 42.
• Hammad, M. A. (2016). Future anxiety and its relationship to students' attitude toward academic specialization. Journal of Education and Practice, 7(15), 54-65.
• Karaaslan, F., Dikilitaş, A., & Aydin, E. (2020). Comparison of covid-19 relevant knowledge and attitudes of clinical and preclinical dental students in Turkey. Balkan Journal of Dental Medicine, 24(3), 127–133. https://doi.org/10.2478/bjdm-2020-0021
• Karagöz, Ö., & Yıldırım, B. (2021, December 25-26). COVID-19; dı̇ş hekı̇mlı̇ğı̇ öğrecı̇lerı̇nde kaygı, endı̇şe ve eğı̇tı̇m durumlarına etkı̇sı̇ [Conference presentation]. 8th UTSAK, Ankara, Türkiye.
• Kemp, S., Helton, W. S., Richardson, J. J., Blampied, N. M., & Grimshaw, M. (2011). Sleeplessness, stress, cognitive disruption and academic performance following the September 4, 2010, Christchurch earthquake. Australasian Journal of Disaster and Trauma Studies, (2), 11–18.
• Liaw, S.-S., Huang, H.-M., & Chen, G.-D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066–1080. https://doi.org/10.1016/j.compedu.2006.01.001
• Mooney, M., Tarrant, R., Paton, D., Johnston, D., & Johal, S. (2020). The school community contributes to how children cope effectively with a disaster. Pastoral Care in Education, 39(1), 24–47. https://doi.org/10.1080/02643944.2020.1774632
• Nasrabadi, A. N., Naji, H., Mirzabeigi, G., & Dadbakhs, M. (2007). Earthquake relief: Iranian nurses’ responses in Bam, 2003, and lessons learned. International Nursing Review, 54(1), 13–18. https://doi.org/10.1111/j.1466-7657.2007.00495.x
• Norris, F. H., Stevens, S. P., Pfefferbaum, B., Wyche, K. F., & Pfefferbaum, R. L. (2008). Community resilience as a metaphor, theory, set of capacities, and strategy for disaster readiness. American Journal of Community Psychology, 41(1–2), 127–150. https://doi.org/10.1007/s10464-007-9156-6
• Telli, S. G., & Altun, D. (2023). The indispensability of online learning after earthquake in Türkiye. Journal of University Research, 6(2), 125-136.
• Trip, H., Tabakakis, K., Maskill, V., Richardson, S., Dolan, B., Josland, H., ... & Houston, G. (2018). Psychological health and resilience: The impact of significant earthquake events on tertiary level professional students. A cross-sectional study. Contemporary Nurse, 54(3), 319–332. https://doi.org/10.1080/10376178.2018.1503549
• Türkiye Cumhuriyeti Cumhurbaşkanlığı Strateji ve Bütçe Başkanlığı. (2023) 2023 Kahramanmaraş ve Hatay Depremleri Raporu. https://www.sbb.gov.tr/wp-content/uploads/2023/03/2023-Kahramanmaras-ve-Hatay-Depremleri-Raporu.pdf
• Yarayan, Y. E., Fakazlı, A. E., & İlhan, L. (2022). E-Learning Attitude Scale: The university students form validity and reliability study. Gazi University Gazi Faculty of Education Journal, 42(1), 273–302. https://doi.org/10.17152/gefad.913541
• YÖK. (2023). Yök Başkanı Özvar, 2022-2023 eğitim ve öğretim yılı bahar dönemi’ne i̇lişkin alınan yeni kararları açıkladı: (n.d.). https://www.yok.gov.tr/Sayfalar/Haberler/2023/yok-baskani-ozvar-2022-2023-egitim-ogretim-bahar-donemi-ne-iliskin-alinan-yeni-kararlari-acikladi.aspx