Kişilik Özellikleri ile Okul Reddi Arasındaki İlişkide Öz Düzenleme Becerisinin Aracı Rolünün İncelenmesi

Öz

Okul reddi üzerinde bireyden kaynaklı içsel veya bireyin dışından kaynaklı çevresel faktörler artırıcı veya azaltıcı rol oynayabilmektedir. Özellikle bireyin kişilik özelikleri ve öz düzenleme becerisinin okul reddi ile ilişkili olan önemli bireysel faktörlerden olduğu düşünülmüştür. Bu bağlamda bu çalışmada lise öğrencilerinde okul reddi, kişilik özellikleri ve öz düzenleme becerisi arasındaki ilişkiler bütüncül olarak incelenmiştir. Çalışma nicel araştırma yönteminin ilişkisel desenine göre yürütülmüştür. Çalışmanın katılımcı grubunu 1131 lise öğrencisi oluşturmuştur. Veriler “Okul Reddi Değerlendirme Ölçeği”, “Beş Faktör Kişilik Ölçeği” ve “Algılanan Öz Düzenleme Ölçeği” ile toplanmıştır. Verilerin analizinde korelasyon, regresyon ve yapısal eşitlik modeli (YEM) analizi kullanılmıştır. Korelasyon analizi sonucunda kişilik özellikleri okul reddi ve öz düzenleme becerisi arasında anlamlı ilişkiler bulunmuştur. Dışadönüklük, yumuşak başlılık ve öz denetimin okul reddini negatif yordadığı; nörotizmin pozitif yordadığı bulunmuştur. Ancak deneyime açıklık okul reddinin anlamlı bir yordayısı olarak bulunmamıştır. Öz düzenleme becerisi ise okul reddinin negatif yordayısı olarak bulunmuştur. Ayrıca YEM analizi soncunda kişilik özellikleri ve okul reddi arasındaki ilişkide öz düzenleme becerisinin aracı rolü olduğu bulunmuştur. Çalışmanın sonucu alan yazın bağlamında tartışılmış ve öneriler sunulmuştur.

Anahtar Kelimeler

• Okul reddi
• Öz düzenleme
• Kişilik Özellikleri

Investigating The Mediating Role of Self-Regulation Skills in the Relationship Between Personality Traits and School Refusal

Öz

School refusal is a common problem among students with negative consequences. Internal or external environmental factors can either increase or decrease school refusal. In particular, personality traits and self-regulation skills are considered important individual factors associated with school refusal. In this context, this study comprehensively examines the relationships between school refusal, personality traits, and self-regulation skills in high school students. The study was conducted using a correlational design of quantitative research methods. The participant group consisted of 1131 high school students. Data were collected using the “School Refusal Assessment Scale”, the “Five-Factor Personality Scale”, and the “Perceived Self-Regulation Scale”. Correlation, regression, and structural equation modeling (SEM) analysis were used to analyze the data. Correlation analysis revealed significant relationships between personality traits, school refusal, and self-regulation skills. Regression analysis showed that extraversion, agreeableness, self-control, and openness to experience positively predicted self-regulation skills, while neuroticism negatively predicted them. Extraversion, agreeableness, and self-control negatively predicted school refusal, while neuroticism positively predicted it. However, openness to experience was not a significant predictor of school refusal. Self-regulation skills were found to be a negative predictor of school refusal. Furthermore, SEM analysis revealed that self-regulation skills played a mediating role in the relationship between personality traits and school refusal. The results of the study were discussed within the context of the literature, and recommendations were presented.

Anahtar Kelimeler

• School refusal
• Self-regulation
• Personality traits

Kaynakça

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