-

Öz

The aim of this study was to examine the effects of rational emotive education on life satisfaction in middle school students. The subjects consisted of 25 students attending to a public middle school in Turkey. The participants were 14 girls and 11 boys, aged 13-14. The subjects who have low level of life satisfaction were randomly assigned to either an experimental group (n=12) or a placebo group (n=13). Participants completed the Multidimensional Students' Life Satisfaction Scale at pretest and posttest. The rational emotive education program was applied to the experimental group for eight weeks, one session per week. In the placebo group, issues such as rules of public life, social media, technology, and proper nutrition were discussed during the same period. Data were analyzed using two-way ANOVA for repeated measures (2x2 Split-Plot), paired samples t-test and independent samples t-test. The study findings indicated that the rational emotive education program was effective in increasing total life satisfaction, friends satisfaction, and self satisfaction. No significant effect of rational emotive education was observed on family satisfaction

Anahtar Kelimeler

• Rational emotive education, life satisfaction, middle school, early adolescence

Akılcı Duygusal Eğitimin Ortaokul Öğrencilerinin Yaşam Doyumları Üzerindeki Etkisi

Öz

Bu çalışmanın amacı, akılcı duygusal eğitimin ortaokul öğrencilerinin yaşam doyumları üzerindeki etkilerini incelemektir. Denekler, bir devlet ortaokuluna devam eden 25 öğrenciden oluşmaktadır. Yaşları 13-14 olan katılımcıların 14’ü kız ve 11’i erkektir. Yaşam doyumu düşük olan denekler rastlantısal olarak deney grubuna (n=12) ve plasebo grubuna (n=13) atanmışlardır. Katılımcılara ön-testte ve son-testte Çokboyutlu Öğrenci Yaşam Doyumu Ölçeği uygulanmıştır. Deney grubuna her hafta bir oturum olmak üzere 8 hafta süreyle akılcı duygusal eğitim programı uygulanmıştır. Plasebo grubunda ise aynı süre içinde toplu yaşam kuralları, sosyal medya, teknoloji, doğru beslenme gibi konular tartışılmıştır. Verilerinin analizinde tekrarlanmış ölçümler için iki yönü ANOVA (2x2 Split Plot), eşleştirilmiş gruplar için t-testi ve bağımsız gruplar için t-testi kullanılmıştır. Araştırma bulguları, akılcı duygusal eğitim programının toplam yaşam doyumu, arkadaş doyumu ve benlik doyumunu arttırmada etkili olduğunu göstermektedir. Akılcı duygusal eğitimin aile doyumu üzerinde anlamlı bir etkisinin olmadığı gözlenmiştir.     

Anahtar Kelimeler: Akılcı duygusal eğitim, yaşam doyumu, ortaokul, ilk ergenlik

Anahtar Kelimeler

• Akılcı duygusal eğitim, yaşam doyumu, ortaokul, ilk ergenlik

Kaynakça

1. Altun, E. (2006). Akılcı duygusal temelli güvengenlik eğitiminin ilköğretim beşinci sınıf öğrencilerinin akılcı olmayan inanç ve güvengenlik düzeylerine etkisi. (Yayınlanmamış yüksek lisans tezi) Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
2. Bernard, M. E. (1984). Childhood emotion and cognitive behavior therapy: A rational- emotive perspective. İçinde P. C. Kendall (Ed.), Advances in Cognitive-Behavioral Research and Therapy (3) (pp. 213-253). London: Academic Press.
3. Block, J. (1978). Effects of a rational-emotive mental health program on poorly achieving, distruptive high school students. Journal of Counseling Psychology, 25(1), 61-65.
4. Bukowski, W. M., Hoza, B. ve Boivin, M. (1993). Popularity, friendship and emotional adjustment during early adolescence. New Directions for Child and Adolescent Development, 60, 23-37.
5. Burnett, P.C. (1996, September). Self-esteem enhancement in upper primary school children. 9th Annual Meeting of the Queensland Guidance and Counselling Association, Brisbane, Queensland, Australia. adresinden 15 Haziran 2015 tarihinde elde edilmiştir.
6. http://files.eric.ed.gov/fulltext/ED409497.pdf
7. Büyüköztürk, Ş. (2001). Deneysel desenler. Ankara: Pegem Yayıncılık.
8. Chang, L., Chang, C., Stewart, S.M. ve Au, E. (2003). Life satisfaction, self concept, and family relations in Chinese adolescents and children. International Journal of Behavioral Development, 27, 182-189.

9. Ciarrochi, J. (2004). Relationship between dysfunctional beliefs and positive and negative indices of well-being: A critical evaluation of the common beliefs survey-III. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 22, 171-188.
10. Cristea, I. A., Benga, O. ve Opre, A. (2008). The implementation of a rational emotive educational intervention for anxiety in a 3rd grade classroom: An analysis of relevant procedural and developmental constraints. Journal of Cognitive & Behavioral Psychotherapies, 8(1), 31-51.
11. Çivitci, A. (2003). Akılcı duygusal eğitimin ilköğretim öğrencilerinin mantıkdışı inanç, sürekli kaygı ve mantıklı karar verme düzeylerine etkisi. (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
12. Çivitci, A. (2007). Çokboyutlu öğrenci yaşam doyumu ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışmaları. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 26, 51-60.
13. Çivitci, A. (2009a). Relationship between irrational beliefs and life satisfaction in early adolescents. Eurasian Journal of Educational Research, 37, 91-109.
14. Çivitci, A. (2009b). İlköğretim öğrencilerinde yaşam doyumu: Bazı kişisel ve ailesel özelliklerin rolü. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 29-52.
15. Donegan, A.L. ve Rust, J.O. (1998). Rational emotive education for improving self-concept in second-grade students. Journal of Humanistic Counseling Education & Development, 36, 248-257.
16. Dye, S. O. (1981). The influence of rational-emotive education on the self-concept of adolescents living in a residential group home. Dissertation Abstracts International, 41(9), 3881a.
17. Ellis, A. (1973). Humanistic psychotherapy. The rational-emotive approach. New York: The Julian Press.
18. Froh, J. J., Fives, C. J., Fuller, J. R., Jacofsky, M. D., Terjesen, M. D. ve Yurkewicz, C. (2007). Interpersonal relationships and irrationality as predictors of life satisfaction. The Journal of Positive Psychology, 2(1), 29-39.
19. Gilman, R. ve Huebner, E.S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence, 35, 293-301.
20. Goldbeck, L., Schmitz, T.G., Besier, T., Herschbach, P. ve Henrich, G. (2007). Life satisfaction decreases during adolescence. Quality of Life Research, 16, 969-979.
21. Hajzler, D. J. ve Bernard, M. E. (1991). A review of rational-emotive education outcome studies. School Psychology Quarterly, 6(1), 27-49.
22. Hamamcı, Z. (2014). Anne-babaların akılcı olmayan inançları ve bu inançları azaltmaya yönelik eğitim programları. İçinde A., Çivitci, A.S., Türküm, B., ve Z. Hamamcı (Ed.). Okullarda akılcı-duygusal davranış terapisine dayalı uygulamalar (ss. 79-92). Ankara: Pegem Akademi.
23. Hovardaoğlu, S. (2000). Davranış bilimleri için araştırma teknikleri. Ankara: Ve-Ga Basım Yayın.
24. Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149-158.
25. Huebner, E. S., Suldo, S. M., Smith, L. C. ve McKnight, C. G. (2004). Life satisfaction in children and youth: Empirical foundations and implications for school psychologists. Psychology in the Schools, 41, 81-93.
26. Huebner, E.S., Valois, R.F., Paxton, R.J. ve Drane, J.W. (2005). Middle school students’ perceptions of quality of life. Journal of Happiness Studies, 6, 15-24.
27. Huebner, E.S. ve Gilman, R. (2006). Students who like and dislike school. Applied Research in Quality of Life, 1, 139-150.
28. Kachman, D.J. ve Mazer, G.E. (1990). Effects of rational emotive education on the rationality, neuroticism and defense mechanisms of adolescents. Adolescence, 25, 131- 144.
29. Knaus, W. (2004). Rational emotive education: Trends and directions. Romanian Journal of Cognitive and Behavioral Psychotherapies, 4(1), 9-22.
30. Lupu, V. ve Iftene, F. (2009). The impact of rational emotive behaviour education on anxiety in teenagers. Journal of Cognitive & Behavioral Psychotherapies, 9(1), 95-105.
31. Marcotte, D. (1996). Irrational beliefs and depression in adolescence. Adolescence, 31, 935- 955.
32. Myers, D. G. ve Diener, E. (1995). Who is happy. Psychological Science, 6, 10-19.
33. Nickerson, A.B. ve Nagle, R.J. (2004). The influence of parent and peer attachments on life satisfaction in middle childhood and early adolescence. Social Indicators Research, 66, 35-60.
34. Oberle, E., Schonert-Reichl, K.A ve Zumbo, B.D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal of Youth Adolescence, 40, 889-901.
35. Omizo, M.M., Grace Lo, F. ve Williams, R.E. (1986). Rational-emotive education, self- concept and locus of control among learning-disabled students. Journal of Humanistic Education And Development, 25(2), 58-69.
36. Roeser, R.W., Eccles, J.S. ve Sameroff, A.J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321-352.
37. Rosenbaum, T., Mc Murray, N. E. ve Campbell, I. M. (1991). The effects of rational emotive education on locus of control, rationality and anxiety in primary school children. Australian Journal of Education, 35, 187-200.
38. Shek, D.T. (1997). The relation of parent-adolescent conflict to adolescent psychological wellbeing, school adjustment and problem behavior. Social Behavior and Personality, 25(3), 277-290.
39. Smith, G.W. (1980). A rational-emotive counseling approach to assist junior high school students with interpersonal anxiety. Dissertation Abstracts International, 40(12), 6157a.
40. Suldo, S.M. ve Huebner, E.S. (2006). Is extremely high life satisfaction during adolescence advantageous? Social Indicators Research, 78, 179-203.
41. Thompson, C.L. ve Rudolp, L. (2000). Counseling children (5th Ed.). Belmont: Brooks/Cole.
42. Trip, S., Vernon, A., & McMahon, J. (2007). Effectiveness of rational-emotive education: A quantitative meta-analytical study. Psychotherapies, 7(1), 81-93.
43. Journal of Cognitive & Behavioral
44. Trip, S., McMahon, J., Bora, C. ve Chipea, F. (2010). The efficiency of a rational emotive and behavioral education program in diminishing dysfunctional thinking, behaviors and emotions in children. Journal of Cognitive & Behavioral Psychotherapies, 10(2), 173- 186.
45. Ullman, C. ve Tatar, M. (2001). Psychological adjustment among Israeli adolescents immigrants: A report on life satisfaction, self concept, and self-esteem. Journal of Youth and Adolescence, 30, 449-463.
46. Valois, R.F., Paxton, R.J., Zullig, K.J. ve Huebner, E.J. (2006). Life satisfaction and violent behaviors among middle school students. Journal of Child and Family Studies, 15, 695- 707.
47. Vernon, A. (1989). Thinking, feeling, behaving: An emotional education curriculum for adolescents (grades 7-12). Champaign, Illinois: Research Press.
48. Vernon, A. (1999). Counseling children and adolescents (2nd Ed.). Denver: Love Publishing Company.
49. Vernon, A. ve Bernard, M.E. (2006). Applications of REBT in schools: Prevention, promotion, intervention. İçinde A. Ellis & M.E. Bernard (Ed.), Rational emotive behavioral approaches to childhood disorders (pp. 415-460). New York: Plenum Pres.
50. Wilde, J. (1996). The relationship between rational thinking and intelligence in children. Journal of Rational Emotive & Cognitive-Behavior Therapy, 14(3), 187-192.
51. Yıkılmaz, M. (2009). Akılcı duygusal eğitim programının lise öğrencilerinin akılcı olmayan inançları ve problem çözme beceri algıları üzerine etkisi (Yayınlanmamış yüksek lisans tezi). Gaziantep Üniversitesi, Sosyal Bilimler Enstitüsü, Gaziantep.
52. Yılmaz, B.Ş. ve Duy, B. (2013). Psiko-eğitim uygulamasının kız öğrencilerin benlik saygısı ve akılcı olmayan inançları üzerine etkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(39), 68-81.