Akademisyenlerin Akademik Yılmazlıklarında Rol Oynayan Faktörler

Yıl 2016, Cilt: 6 Sayı: 2, 131 - 150, 01.10.2016

Ömer Kutlu Hatice Çiğdem Yavuz

Öz

-

Anahtar Kelimeler

Akademik yılmazlık, Akademisyenler, Risk faktörü, Koruyucu faktörler

Factors That Play a Role in the Academic Resilience of Academicians

Öz

In academic life, it is possible for all students to experience different obstacles, hardships and
setbacks. While some students fail to negotiate their way through these difficulties, many are
successful. In this context, the purpose of this study is to reveal the factors that play a role in
the academic resilience of academicians. In this context, a qualitative study was employed,
with semi-structured interviews conducted with 11 academicians from the Educational
Sciences Faculty of Ankara University, Turkey. Eligibility criteria required academicians to
have had a risk factor in their life. The academicians were also selected on the basis of their
title and years of experience to sustain variety. In order to conduct interviews, an interview
guide was prepared by the researchers. The questions in the interview guide for this study
were linked to risk factors, and internal and external protective factors. Descriptive analysis
was used to analyze collected data. According to the findings, mainly risk factors which
academically resilient academicians had experienced were poverty, and negative
environmental conditions. On the other hand, this study revealed that internal factors such
as self-esteem, decisiveness, curiosity and external factors such as family support, qualified
teachers, and peer relations helped them to overcome their risk factors

Anahtar Kelimeler

Academic resilience, Risk factors, Protective factors, Academicians

Kaynakça

• Acedevo, M., & Esquivel, G. E. (2008). Neuro psychological factors of high resiliency and low resiliency English language learners. Paper presented at the 20th Annual Convention of the Association for Psychological Science, Chicago, USA.
• Alva, S. A. (1991). Academic invulnerability among Mexican-American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Science, 13(1), 18-34.
• Arastaman, G. (2011). Öğrenci yılmazlığına etki eden faktörlere ilişkin Ankara ili genel lise ve Anadolu lisesi yönetici, öğretmen ve öğrenci görüşleri (Unpublished Doctoral Dissertation). Ankara University, Ankara.
• Arnold, P. F. (2003). Characteristics of families and schools that foster academic resilience: Insights gained from the national education longitudinal study 1988-1994 (Unpublished Doctoral Dissertation). Florida State University, Miami.
• Bernard, B. (2004). Resiliency: What we have learned. San Francisco: WestEd.
• Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Boston: Allyn & Bacon.
• Brackenreed, D. (2010). Resilience and risk. International Education Studies, 3(3), 111-121.
• Dass-Brailsford, P. D. (2005). Exploring resiliency: Academic achievement among disadvantaged black youth in South Africa. South African Journal of Psychology, 35(3), 574-591.
• Dinçer, M. A., & Oral, I. (2010). Türkiye’de devlet liselerinde akademik yılmazlık profili: PISA 2009 Türkiye verisinin analizi (Research report). İstanbul: Eğitim Reformu Girişimi.
• Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474-495.