Ergenlerde Problem Çözme Becerileri Ve Yetkinlik inançları

Yıl 2010, Cilt: 19 Sayı: 2, 361 - 377, 01.06.2010

Arş. Gör. Öner Çelikkaleli Yrd. Doç. Dr. Bülent Gündüz

Öz

The purpose of this study was to examine relationship between adolescents’ problem solving sikils and academic social and emotional self efficacy beliefs and invesitigations of problem solving sikils and self efficacy beliefs according their gander In order to determine adolescences’ problem solving and self efficacy beliefs scores “Problem Solving Inventory” and “Adoleccence Self Efficacy Expectation Scale” were used Data was collected from adolescents who educating different type of hige school 145 girl 118 boy Results revealed that there are positive relationship between problem solving and social academic and emotional self efficacy Academic and emotioanl self efficacy significantly predeict problem solving scores On the other hand adolescences problem solving and emotional selff eefcacy scores differ according their gender Boys have high problem solving and emotioal self efficacy scores from girls Gender has high effect size on the problem solving and emotional self efficacy Findings discused on the light of literature Key Words: Problem solving academic self efficacy social self efficacy and emotional self efficacy

Anahtar Kelimeler

-

ERGENLERDE PROBLEM ÇÖZME BECERİLERİ ve YETKİNLİK İNANÇLARI

Öz

Bu çalışmanın amacı ergenlerin problem çözme becerileri ile akademik sosyal ve duygusal yetkinlik inançları arasındaki ilişkiyi incelemek ve yetkinlik inançları ve problem çözme becerilerinin cinsiyet değişkenine göre farklılaşıp farklılaşmadığını ortaya koymaktır Bu amaçla farklı orta öğretim okullarında okumakta olan 145’i kız 118’i erkek toplam 263 ergenden veri toplanmıştır Veri toplamak amacıyla ergenlere “Problem Çözme Envanteri” ve “Ergenlerde Yetkinlik Beklentisi Ölçeği” kullanılmıştır Bulgulara göre ergenlerin akademik sosyal ve duygusal yetkinlik inançları ile problem çözme becerileri arasında pozitif yönde anlamlı ilişki bulunmuştur Ayrıca akademik ve duygusal yetkinlik inançlarının problem çözme becerilerini anlamlı olarak yordadığı görülmüştür Diğer taraftan cinsiyete göre ergenlerin problem çözme becerileri ve duygusal yetkinlik inançları anlamlı bir biçimde farklılaşmaktadır Son olarak cinsiyet in problem çözme ve duygusal yetkinlik inancı üzerinde önemli bir etkiye sahip olduğu görülmüştür Bulgular literatür ışığında tartışılmıştır

Anahtar Kelimeler

Problem çözme, akademik yetkinlik, sosyal yetkinlik ve duygusal yetkinlik

Kaynakça

• Altunçekiç, A., Yaman. S. ve Koray. Ö. (2005). Öğretmen adaylarının öz-yeterlik inanç düzeyleri ve problem çözme becerileri üzerine bir araştırma (Kastamonu İli Örneği). Kastamonu Eğitim Dergisi, 13 (1), 93–102.
• Andrews, M., Ainley. M. ve Frydenberg, E. (2004). Adolescent engagement with problem solving tasks: The role of coping style. self-efficacy. and emotions. Paper Presented at the 2004 AARE International Conference.
• Arslan, C. (2001). Öğretmenlerin ve öğretmen adaylarının problem çözme becerilerinin çeşitli değişkenler açısından karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
• Bandura, A, Barbaranelli, C., Caprara, G. V. ve Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67 (3), 1206-1228.
• Bandura, A. (1977). Social learning theory. Prentice-Hall, Inc, Engkewood: New Jersey.
• Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs. NJ: Prentice Hall.
• Bandura, A. (1990a). Reflection on nobality determinnats of competence. In R. J. Strenberg & J. Kolligian, Jr. (Eds), Competence considered (pp. 315–362). New Haven, CT: Yale University Pres.
• Bandura, A. (1995). Self-efficacy in changing societies. In A. Bandura (ed.) Exercise of personal and collective efficacy in changing societies (pp. 1–45). New York: Cambridge University Pres.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
• Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self
• efficacy beliefs as shapers of children's aspirations and career trajectories.
• Child Development, 72, 187-206.
• Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbini, M. ve Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychological functioning. Child Development, 74 (3), 769-782.
• Bandura, A., Pastorelli, C., Barbaranelli C. ve Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personalıty and Social Psychology, 76 (2), 258–269.
• Bilgin, M. ve Akkapulu, E. (2007). Some variables predicting social self-efficacy expectation. Social Behavior and Personality, 35 (6), 777–788.
• Bingham, A. (1998). Çocuklarda problem çözme yeteneklerinin geliştirilmesi. (Çev. A. Ferhan Oğuzhan). İstanbul: Milli Eğitim Basımevi.
• Biscaro, M., Broer, K., ve Taylor, N. (2004). Self-efficacy, alcohol expectancy and problem solving appraisal as predictors of alcohol use in college students. College Students Journal, 38 (4), 541–550.
• Blake, S. ve Lesser, L. (2006). Exploring the relationship between academic self- efficacy and middle school students’ performance on a high-stakes mathematics test. Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds). Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Mérida, México: Universidad Pedagógica Nacional.Teacher Education– Inservice/Professional Development, 2-655
• Bong, M. (1999). Personal factors affecting the generality of academic self-efficacy judgments: Gender, ethnicity, and relative expertise, Journal of Experimental Education, 67 (4), 315-332.
• Çelikkaleli, Ö. (2006). Lise öğrencilerinin sosyal yetkinlik düzeylerinin incelenmesi. M. Ü. Eğitim Bilimleri Dergisi, 23, 69-83.
• Çelikkaleli, Ö., Gündoğdu. M. ve Kıran-Esen, B. (2006). Ergenlerde Yetkinlik Beklentisi Ölçeği: Türkçe uyarlamasının geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları, 25, 62–72.
• Cenkseven, F. ve Akar-Vural, R. (2006). Ergenlerin düşünme gereksinimi ve cinsiyetlerine göre problem çözme becerilerinin karşılaştırılması. Eğitim Araştırmaları Dergisi, 25, 45–53.
• Charles, R. I. ve Lester, F. K. ( 1984). An evaluation of a process-priented instructional
• program in mathematical problem solving in grades 5 and 7. Journal for
• Research in Mathematics Education. 15, 15–34.
• Coleman, P. K. (2003). Perceptions of parent–child attachment, social self-efficacy, and peer relationships in middle childhood. Infant and Child Development, 12, 351–368.
• D’Zurilla T. J. (1986). Problem-Solving Therapy: A social competence approach to clinical intervention. New York: Springer.
• D’Zurilla, T. J, Chang, E. C., Nottingham, E. J., ve Faccini, L. (1998). Social problem- solving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients. Journal Of Clinical Psychology, 54 (8), 1091–1107.
• D’Zurilla, T. J. ve Mayden-Olivares, A. (1995). Conceptual and methodological issues in social problem-solving assessment. Behavior Therapy, 26, 409–432.
• D’Zurilla, T. ve Goldfried. M. (1971). Problem solving behavior modification. Journal of Abnormal Psycology, 18. 45–47.
• Davidson, J. E., Deuser, R. ve Sternberg, R. J. (1994). The role of metacognition in problem solving. In Metcalfe. J. & Shimamura. A.P. (Eds.). Metacognition: Knowing about knowing (pp. 207–226). Cambridge. MA: MIT Press.
• DeClue, G. S. (1984). Patterns of intellectual functioning. Ability, personality, and problem solving style. Doctoral Dissertation, University of Missouri-Columbia.
• Dodsworth, P. R. (2002). Evaluation of a social problem-solving curriculum for preventing early adolescent aggression. Doctoral dissertation. University of New Brunswick, Canada.
• Dugaz, M. F., Letarte, H., Rheaume, J., Freeston, M. H. ve Ladouceur, R. (1995). Worry and problem solving: evidence of a specific relationship. Cognitive Teherapy and Research, 19 (1), 109–120.
• Enç, M. (1982). Eğitim ruh bilimi. İnkılap ve Aka Kitapevleri Koll.Şti., İstanbul.
• Erkuş, A. (2005). Bilimsel araştırma sarmalı. Ankara: Seçkin Yayıncılık.
• Fan, C. ve Mak, A. S. (1998). Measuring social self-efficacy in a culturally diverse student popolation. Social Behavior and Personality, 26 (2), 131–144.
• Fidan, N. (1985). Okulda öğrenme ve öğretme. Ankara: Pegem Yayınları No:17.
• Foxx, R. M. ve Faw, G. D. (2000). The pursuit of actual problem-solving behavior: An opportunity for behavior analysis. Behavior and Social Issues, 10, 71–81.
• Gabriele, J. ve Montecinos, C. (2001). Collaborating with a skilled peer: The influence of achievement goals and perceptions of partners' competence on the participation and learning of low-achieving students. Journal of Experimental Education, 69 (2),152–178.
• Güçray, S. S. (2001). Ergenlerde karar verme davranışlarının öz-saygı ve problem
• çözme becerileri algısı ile ilişkisi. Çukurova Üniversitesi Sosyal Bilimler
• Dergisi, 8 (8), 106-121.
• Hampton, N. Z. ve Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41 (2), 101-112.
• Han, W. T., Collie, K., Koopman, C., Azarow, J., Classen, C., Morrow, G. R., Michel, B., Brennan-O’Neill, E. ve Spiegel, D. (2005). Breast cancer and problems with medical interactions: Relationships with traumatic stress, emotional self- efficacy, and social support. Psycho-Oncology, 14, 318–330.
• Happer, P. P. ve Petersen, C. H. (1982). The development and implication of a personal problem solving inventory. Journal of Counseling Psychology, 29, 66–75.
• Heppner, P. P. ve Anderson, W. P. (1985). The relationship between problem solving self-appraisal and psychological adjustment. Cognitive Therapy and Research, 4, 415–427.
• Heppner, P. P. ve Baker, C. E. (1997). Applications of the Problem Solving Inventory. Measurement & Evaluation in Counseling & Development, 29 (4), 229–313.
• Heppner, P. P. ve Hillerbrand, E. T. (1991). Problem-solving training: Implications for remedial and preventive training. In C. R. Snyder & D. R. Forsyth (Eds.). Handbook of social and clinical psychology: The healthy perspective (pp. 681– 698). Elmsford. NY: Pergamon.
• Heppner, P. P. ve Krauskopf, C. J. (1987). The integration of personal problem solving processes within counseling. The Counseling Psychologist, 15, 371–447.
• Heppner, P. P., Baumgardner, A. H. ve Jakson, J. (1985). Depression and attributional style: Are they related? Cognitive Therapy and Research, 9, 105–113.
• Heppner, P. P., Reeder, B, L. ve Larson, L. M. (1983). Cognitive varisbles associated with personal problem-solving appraisal: Implications for counseling. Journal of Conseling Psychology, 30, 537–545.
• Heppner, P. P.,Witty, T. E. ve Dixon,W. A. (2004). Problem-solving appraisal and human adjustment: Areviewof 20 years of research using the Problem Solving Inventory. The Counseling Psychologist, 32 (3), 344–428.
• Hermann, K. S. ve Betz, N. E. (2006). Path models of the relationships of
• instrumentality and expressiveness, social self–efficacy, and self–esteem
• to depressive symptoms in college students. Journal of Social and
• Clinical Psychology, 25 (10), 1086–1106.
• Hoffman, B. ve Schraw, G. (2009). The influence of self-efficacy and working memory capacity on problem-solving efficiency. Learning and Individual Differences, 19, 91–100.
• Hoffman, B. ve Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33, 875–893.
• Ittenbach, R. F. ve Harrison, P. L. (1990). Predicting ego-strength from problem-solving ability of college student. Measurement & Evaluation in Counseling & Development, 23 (3), 128–137.
• Koray, Ö. ve Azar, A. (2008). Ortaöğretim öğrencilerinin problem çözme ve mantıksal düşünme becerilerinin cinsiyet ve seçilen alan açısından incelenmesi. Kastamonu Eğitim Dergisi, 16 (1), 125–136.
• Korkut, F. (2002). Lise öğrencilerinin problem çözme becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 177–184.
• Köstereloğlu, M. A. (2007). Okul yöneticilerinin problem çözme becerileri ve tükenmişlik düzeyleri arasındaki ilişki. Yayınlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
• Kruger, L. J. (1997). Social support and self-efficacy in problem solving among teacher assistance teams and school staff. The Journal of Educational Research, 90 (3), 164–168.
• Larson, L. M., Toulouse, A. L., Ngumba, W. E., Fitzpatrick, L. A., ve Heppner, P. P. (1994). The development and validation of coping with career indecision. Journal of Career Assessment, 2, 91-110.
• Maher, C. A. ve Bennett, R. E. (1984). Planing and evaulating special education service. Englewood-Cliffs. NJ: Prentice-Hall.
• Muris, P. (2001) A Brief Questionnaire for Measuring Self-Efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23 (3), 145-149.
• Nezu, A. M. ve Ronan, G. F. (1985). Life stres, current problems, problem solving and depressive symptoms: A integrative model. Journal of Counseling and Clinical Psychology, 32, 134–138.
• Nezu, A. M. ve Ronan, G. F. (1988). Social problem solving as a moderator of stress- related depressive symptoms: A prospective analysis. Journal of Counseling Psychology, 35, 134–138.
• Nezu, M., Nezu C. M. ve Lombardo, E. R. (2001). Managing stress through problem solving. Stres News, 13 (3), 11-14.
• Nezu. A. M. Nezu. C. M. ve Peri. M. G. (1989). Problem Solving Therapy for depression: Theory. research and clinical guidelines. New York: Wiley.
• Otacıoğlu, S. G. (2008). Müzik eğitimi bölümü öğrencilerinin problem çözme. özgüven düzeyleri ile çalgı başarılarının karşılaştırılması. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 26, 143–154.
• Pajares, F. ve Schunk, D. H. (2001). Self-beliefs and school success:self-efficacy, self- concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
• Pajares, F. ve Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86 (2), 193-203.
• Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S. ve Bandura, A. (2001). The structure of children’s perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17 (2), 87–97.
• Payne, R. ve Jahoda, A. (2004). The Glasgow Social Self-Efficacy Scale: A new scale for measuring social self-efficacy in people with intellectual disability. Clinical Psychology and Psychotherapy, 11, 265–274.
• Reis, S. D. ve Heppner. P. P. (1993). Examination of coping resources and family adaptation in mothers and daughters of incestuous versus nonclinical families. Journal of Counseling Psychology, 40 (1), 100–108.
• Sahin. N., Sahin. N. H. ve Happner, P. P. (1993). Psychometric propeties of the Problem Solving Inventory in a group of Turkish university students. Cognitive Therapy and Research, 17 (4), 379–396.
• Saracaloğlu, A. S., Serin, O. ve Bozkurt, N. (2001). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü öğrencilerinin problem çözme becerileri ile başarıları arasındaki ilişki. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14, 121–134.
• Savaşır, I., ve Şahin, N.H. (1997). Bilişsel-davranışçı terapilerde değerlendirme: Sık kullanılan ölçekler. Ankara: Türk Psikologlar Derneği Yayınları.
• Smith, S. A. (2006). If at first you don't succeed: Effects of failure on general and task- specific self-efficacy and performance. North American Joumai of Psychology 8 (1), 171-182.
• Stevens, M. (1998). Sorun çözümleme. (Çev. Ali Çimen). İstanbul: Timaş Yayınları.
• Suzuki, L. A. ve Ahluwalia, M. K. (2004). Two decades of research on the Problem solving Inventory a call for empirical clarity. The Counseling Psychologist, 32, 429–438.
• Tümkaya, S. ve İflazoğlu, A. (2000). Ç.Ü. sınıf öğretmenliği öğrencilerinin otomatik düşünce ve problem çözme düzeylerinin bazı sosyo-demografik değişkenlere göre incelenmesi. Ç. U. Sosyal Bilimler Enstitüsü Dergisi. 6 (6), 143–158.
• Usher, E. L. ve Pajares, F. (2006). Sources of academic and self-regulatory effcacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125–141.
• Williams, J. G. ve Kleinfelter, K. J. (1989). Perceived problem-solvind skills an drinking patterns among college students. Psychological Reports, 65, 1235– 1245.
• Wolf, K. N. (1997). Predicting positive self-efficacy in group problem solving. Human Resource Development Quartely, 8 (2), 155–169.
• Wood, R. E., ve Bandura A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decising making. Journal of Prsonality and Social Psychology, 56, 407–415.
• Zadnik, M. G. ve Loss. R. D. (1995). Developing numerical problem-solving skills through estimations of quantities in familiar contexts. Australian Science Teachers Journal, 41 (1), 15–19.
• Zajacova, A., Lynch, S. M. ve Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46 (6), 677–706.
• Zimmerman, B. J. ve Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30 (4), 397-417