BİLİŞSEL DAVRANIŞÇI YAKLAŞIMA DAYALI PSİKO-EĞİTİM PROGRAMININ BEŞİNCİ SINIF ÖĞRENCİLERİNİN DUYGUSAL YILMAZLIK DÜZEYLERİNE ETKİSİ

Yıl 2017, , 249 - 268, 25.01.2017

Gülşah Kurtoğlu , Süleyman Doğan

https://doi.org/10.17755/esosder.289666

Öz

Bu araştırmanın amacı, bilişsel davranışçı yaklaşıma dayalı psiko-eğitim programının beşinci sınıf öğrencilerinin duygusal yılmazlık düzeylerine etkisini incelemektir. Araştırmanın amacına uygun olarak, ön  test - -son  test, deney-kontrol ve plasebo gruplu 3x2’lik karışık deneysel desen kullanılmıştır. Deneysel işlemin uygulandığı gruba 20, plasebo grubuna 21 ve kontrol grubuna 19 öğrenci atanmıştır. Gruplar oluşturulduktan sonra deney grubuna araştırmacı tarafından geliştirilen her biri 120 dakika süren 12 haftalık bilişsel davranışçı yaklaşıma dayalı bir psiko-eğitim programı uygulanmıştır. Verilerin analizinde split-plot (karışık) desenlerde kullanılması uygun bir teknik olan “Tekrarlanmış Ölçümler için 2x3 İki Faktörlü ANOVA” tekniği kullanılmıştır. Farkın anlamlı çıkması durumunda, bu farkın hangi grupların ortalamaları arasında olduğunu tespit etmek amacıyla Bonferroni testi uygulanmıştır. Ayrıca tekrarlı ölçümler için varyans analizi tekniğinin varsayımlarından olan kovaryans matrislerinin homojenliği, “Box Kovaryans Matrislerinin Denkliği” testi ile test edilmiştir. Araştırmada tüm analizler için anlamlılık düzeyi .05 olarak alınmıştır. Araştırmadan elde edilen bulgular, bilişsel davranışçı yaklaşıma dayalı psiko-eğitim programına katılan öğrencilerin duygusal yılmazlık düzeylerinin, bu programa katılmayan öğrencilerin duygusal yılmazlık düzeylerinden anlamlı düzeyde yüksek olduğunu göstermiştir. Elde edilen bulgular alan yazın ışığında tartışılmış, ileride yapılacak çalışmalar için konuyla ilgilenen araştırmacılara ve alanda çalışan uzmanlara yönelik önerilerde bulunulmuştur.

Kaynakça

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