Evaluation of the Problem Solving Skills and Social Support Levels of Secondary School Students

Öz

Background: One of the significant factors affecting problem solving skills of the individuals is social support resources. Deficiencies and changes in social support may affect problem solving skills. Objectives: The aim of this study was to evaluate the relationship between problem solving skills of the teenagers and their perception of social support and factors effecting their perception and social support. Methods: It was a descriptive-correlational study. Study group was composed of 4267 students who were studying in secondary education institutions in Zonguldak. Student Information Form, Social Support Scale for the Children and Adolescents and Problem Solving Inventory for Children were used as data collection tools. Results: Problem solving skills differed according to gender (p=.000) and mother’s education status (p=.006). There was a weak, positive and significant correlation between the frequency of perceived social support (r= .15, p=.000), level of its significance (r= .15, p=.000) and problem solving skills. It was found that there were significant differences in the frequency and significance of social support based on class levels (frequency p= .000, significance p= .000), gender (frequency p= .000, significance p=.000), age(frequency p= .000, significance p= .000), number of siblings (frequency: p= .02), birth order (frequency p= .04, significance p= .011), family type (frequency: p= .000, significance: p= .005) and education level of the mother (frequency: p= .000, significance: p= .000) education level of the father (frequency: p= .000, significance: p= .000). Conclusion: Problem solving skills of the students increased as social support that was significant for the students, increased.

Anahtar Kelimeler

• Problem Solving
• Social Support
• Adolescent.

Ortaokul Öğrencilerinde Problem Çözme Becerileri ve Sosyal Destekle Düzeylerinin Değerlendirilmesi

Öz

Giriş: Bireylerin problem çözme becerilerini etkileyen önemli faktörlerden biri de sosyal destek kaynaklarıdır. Sosyal destekteki eksiklik ve değişimler problem çözme becerilerini etkileyebilmektedir. Amaç: Bu çalışma ergenlerin problem çözme becerileri ile sosyal destek algıları arasındaki ilişkiyi ve bunları etkileyen diğer faktörleri incelemek amacıyla yapılmıştır. Yöntem: Tanımlayıcı-ilişki arayıcı bir çalışma olarak yapılmıştır. Çalışma grubunu Zonguldak ilinde farklı ortaöğretim kurumlarında öğrenim gören 4267 öğrenci oluşturmuştur. Veri toplama aracı olarak, Öğrenci Bilgi Formu, Çocuk ve Ergenler İçin Sosyal Destek Ölçeği ve Çocuklar İçin Problem Çözme Envanteri kullanılmıştır. Bulgular: Problem çözme becerilerinin cinsiyet (p= .000) ve anne öğrenim durumuna (p= .006) göre farklılaştığı saptanmıştır. Algılanan sosyal destek sıklığı (r= .15, p=.000) ve önem derecesi (r= .15, p=.000) ile problem çözme becerileri arasında çok düşük pozitif yönlü ve anlamlı bir ilişki olduğu belirlenmiştir. Sınıf düzeylerine (sıklık p= .000, önem p= .000), cinsiyete (sıklık p= .000, önem p= .000), yaşa (sıklık p= .000, önem p= .000), kardeş sayısına (sıklık p= .02), doğum sırasına (sıklık p= .04, önem p= .011), aile tipine (sıklık p= .000, önem p= .005), anne ve (sıklık p= .000, önem p= .000), baba öğrenim durumuna (sıklık p= .000, önem p= .000) göre sosyal destek sıklığı ve önemi açısından istatistiksel olarak anlamlı farklılıklar olduğu tespit edilmiştir. Sonuç: Öğrencilerin önem verdiği sosyal desteği arttıkça, problem çözme becerileri de artmaktadır.

Anahtar Kelimeler

• Problem Çözme becerisi
• Sosyal Destek
• Ergen

Kaynakça

1. Andrews, M., Ainley. M. & Frydenberg, E. (2004). Adolescent engagement withproblem solving tasks: The role of coping style self-efficacy and emotions. Paper Presented at the 2004 AARE International Conference.
2. Arıkan, D., Çelebioğlu, A., & Güdücü Tüfekçi, F. (2013). Growth and Development in Childhood. In Pediatric Nursing, (pp.53-66) Ankara: Akademisyen Tıp Kitabevi.
3. Arslan, G., & Kabasakal, Z. (2013). Investigation of relationships between attitudes of parent and problem solving skills of adolescents. Turkish Studies, 8(6), 33-42. doi: dx.doi.org/10.7827
4. Aytar, A. G., Aksoy, A. B., & Kaytez, N. (2014). Mothers personality and feature temperament of their child. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(3), 237-251. doi: 10.12780/UUSBD358
5. Baltacı, Ö., & Hamarta, E. (2013). Analyzing the relationship between social anxiety, social support and problem solving approach of university students. Education and Science, 38(167), 226-240.
6. Baran, M., Küçükakça, G., & Ayran, G. (2014). Effect of perceived social support level among school of healthy students on smoking Adnan Menderes Üniversitesi Tıp Fakültesi Dergisi, 1(15), 009-015.
7. Cheng, S. T., & Chan, A. C. M. (2004). The multidimensional scale of perceived social support: Dimensionality and age and gender differences in adolescents. Personality and Individual Differences, 37, 1359-1369.
8. Cırık, İ. (2010). Research conducted on 5th, 6th, 7th and 8th grade primary school students? perception of social support levels.Department of Primary Education Unpublished Doctorate Thesis, Marmara Üniversity Institute of Health Sciences. İstanbul, Turkey.

9. Cırık, İ., Oktay, A., & Fer, S. (2011). Adaptation of Child And Adolescent Social Support Scale to Turkish. e-Journal of New World Sciences Academy, 6(1), 939-957.
10. Çakır, K., & Şen, E. (2012). Psikolojik doğum sırasına göre adil dünya inancı Sosyal Bilimler Enstitüsü Dergisi, 32, 57-69.
11. Erbay, E. (2008). The level of having social skills of the preschool educated and not preschool preschool educated students at first class of primary schools. (Degree of Master of Science), Pamukkale University, Denizli.
12. Gömleksiz, M. N., & Bozpolat, E. (2012). An assessment of the 4th and 5th grade primary school students’ opinions towards their problem solving skills. Abant Izzet Baysal Universitesi Egitim Fakültesi Dergisi, 2(12), 23-40.
13. Gündoğdu, Z. (2010). Studying the relationship between conflict tendencies and problem solving skills of 9th and 12th grade anatolian high school, girls’ vocational high school and general high school students in Bursa city centre. Department of Child Development Unpublished Master Thesis, Gazi Üniversity Institute of Educational Sciences. Ankara, Turkey.
14. Gürbüz, K. (2006). School health nursing interventions to acquire positive health behaviours. Department of Public Health Nursing Unpublished Master Thesis, Kocaeli Üniversity Institute of Health Sciences. Kocaeli, Turkey.
15. Gürşen-Otacıoğlu, S. (2008). Prospective teachers' problem solving skills and self-confidence levels. Educational Sciences: Theory and Practice, 8(3), 893-923.
16. İflazoğlu-Saban, A., & Güzel-Yüce, S. (2012). Problem solving, metacognition and epistemological beliefs in 6th, 7th and 8th grade students problem solving, metacognition and epistemological beliefs in 6th, 7th and 8th grade students. International Journal of Human Sciences, 9(2), 1402-1428.
17. Jewsbury Conger K., Tierney Williams S., Little WM, Masyn KE., & Shebloski B. (2009) Development of Mastery during Adolescence: The role of family problem solving. J Health Soc Behav, 50(1), 99–114. doi: 10.1177/002214650905000107
18. Kabasakal, Z., & Uz Baş, A. (2013). Öğretmen adaylarında yaşam doyumunun yordayıcısı olarak problem çözme becerileri. Journal of Research in Education and Teaching, 1(2), 27-35.
19. Karataş, Z. (2012). In vestigatıon of adolescents' perceived social support and trait anxiety levels. Mustafa Kemal University Journal of Social Sciences Institute, 9(19), 257-271.
20. Kartal, A., & Çetinkaya, B. (2009). Yüksekokul öğrencilerinin algılanan sosyal destek durumları ve sosyal desteği etkileyen faktörler (in Turkish). Fırat Saglık Hizmetleri Dergisi, 4(1).
21. Korkut, F. (2002). Problem solving skills of high school students. Hacettepe Üniversitesi Eğitim Fakültesi, 22, 177-184.
22. Malecki, C. K., & Demaray, M. K. (2002). Measuring perceived social support: development of the child and adolescent social support scale. Psychology in the Schools, 39(1), 3-18.
23. MEB. (2011). T.C Milli Eğitim Bakanlığı: Aile ve Tüketici Hizmetleri. Aile Yapısı (in Turkish). Retrieved 15.10.2014, from http://www.megep.gov.tr
24. NASN. (2010). National Association of School Nurses. Retrieved 15.06.2014, from http://www.nasn.org
25. Okanlı, A., Tortumluoğlu, G., & Kırpınar, İ. (2003). The relationship between pregnant women perceived social support from family and problem solving skill. Anadolu Psikiyatri Dergisi, 4(2), 98–105.
26. Örünğ, Ş., Feyzioğlu, Ş., Şen, E., Vural, G., & Turgut, M. (2011). Tek Ebeveynli Aileler (in Turkish). Ankara: T.C. Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü Yayınları.
27. Özgüven, H. D., Soykan, Ç., Seda Haran, S., & Gençöz, T. (2003). Importance of problem solving skills, perceived social support, and depression and anxiety symptoms on suicide attempts.Türk Psikoloji Dergisi, 18(52), 1-11.
28. Pakaslahti, L., Karjalainen, A., & Keltikangas-Ja ̈rvinen, L. (2002). Relationships between adolescent prosocial problemsolving strategies, prosocial behaviour, and social acceptance. International Journal of Behavioral Development, 26(2), 137–144.
29. Saltzman Kristina, M., & Holahan Charles, J. (2002). Social support, self-efficacy, and depressive symptoms: An Integrative Model. Journal of Social and Clinical Psychology: Vol. 21, June, 309-322.
30. Serin, O., Bulut-Serin, N., & Saygılı, G. (2010). İlköğretim düzeyindeki çocuklar için problem çözme envanteri’nin (ÇPÇE) geliştirilmesi (in Turkish). Elementary Education Online, 9(2), 446–458.
31. Sezen, G., & Paliç, G. (2011). Lise öğrencilerin problem çözme becerisi algılarının belirlenmesi (in Turkish) (pp. 1689-1695). Ankara: Siyasal Press.
32. Speckens A.E, & Hawton K. (2005). Social problem solving in adolescents with suicidal behavior: a systematic review. Suicide Life Threat Behav. 35(4),365-87.
33. Türküm, A. S. (2011). Okulda şiddet: Problem çözme becerilerine ilişkin algıları ergenleri ne kadar koruyor? Educational Sciences: Theory and Practice, 11(1), 115-132.
34. Ünüvar, A. (2003). The effect of formal various perceived social support on the self-esteem and problem solving abilities of high school students at the age of fifteen to eighteen. (Master Master ), Selçuk Üniversitesity, Konya.
35. Westermann, L. D. (2007). The social support and self-esteem of victims of relational bullying. Department of Psychology Unpublished Doctora Thesis, Northern Illinois University. Illinois.
36. Yardımcı, F., & Başbakkal, Z. (2009). Reliability and validity study of the child-adolescent social support scale. Atatürk Üniversitesi Hemşirelik Yüksekokulu Dergisi, 12(2), 41-50.
37. Yıldırım, A., Hacıhasanoğlu, R., Karakurt, P., & Tükleş, S. (2011). Problem solving skills and influential factors in high school students International Journal of Human Sciences, 1(8).
38. Yılmaz, E., Yılmaz, E., & Karaca, F. (2008). Examining the level of social support and loneliness of university students Genel Tıp Dergisi, 18(2), 71-79.