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Büyük Beşli Modeli ve Psikolojik Danışman Adaylarının Mesleğe İlişkin Kişisel Eğilimleri

Yıl 2021, Kış, 80 - 99, 30.03.2021
https://doi.org/10.21733/ibad.827546

Öz

Bu çalışmada ayırıcı kişilik özelliklerinin mesleğe ilişkin kişisel eğilimleri yordama gücü araştırılmıştır. Kişilik bireydeki psikolojik sistemler, ayırıcı özellikler, mekanizmalar ve bu özelliklerin etkileşimleri olarak tanımlanabilmektedir. Bireylerin ayırıcı özelliklerinin beş faktörde gruplanabileceğini savunan Büyük Beşli Kişilik Modeli en bilinen kişilik modellerden biridir. Mesleğe ilişkin kişisel eğilim kavramı, psikolojik danışman adaylarının akademik olmayan özellikleriyle ilgilidir. Katılımcılar iki devlet üniversitesinde psikolojik danışma alanındaki öğrencilerden (N= 431) oluşmaktadır. Veriler, farklılıklara saygı, kişilerarası ilişkilerde özen; insanlara ve yardım etmeye yönelik olma, yaşama karşı olumlu tavır, kendinin farkında olma ve kontrol etme ve yeniliklere açık olma adlarında alt boyutları olan Mesleğe İlişkin Kişisel Eğilimleri Değerlendirme Ölçeği (MİKEDÖ) ve dışadönüklük, uyumluluk, sorumluluk, deneyimlere açıklık ve duygusal dengesizlik alt boyutları olan Beş Faktör Kişilik Ölçeği (BFKÖ) ile toplanmıştır. Veriler doğrusal çoklu regresyon analiz ve aşamalı regresyon analizi ile değerlendirilmiştir. Analiz sonuçları MİKEDÖ’nün alt boyutlarının BFKÖ’nün alt boyutları tarafından yordandığını göstermektedir.

Teşekkür

Bu çalışma için verdikleri destek için Doç. Dr. Meliha Tuzgöl Dost ile Prof. Dr. Serap Nazlı'ya çok teşekkür ederim

Kaynakça

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The Big Five Model and the Professional Dispositions of Prospective Psychological Counselors

Yıl 2021, Kış, 80 - 99, 30.03.2021
https://doi.org/10.21733/ibad.827546

Öz

In this study, the personal disposition predictive power of distinctive personality traits towards profession was investigated. Personality can be defined as an individual’s psychological systems, distinctive traits, mechanisms and interactions of these characteristics. The Big Five Personality Model, which argues that the distinctive characteristics of individuals can be grouped in five factors, is one of the most well-known personality models. The concept of personal tendency regarding the profession is related to the non-academic characteristics of prospective psychological counselors. Participants consist of the students (N=431) at the psychological counseling department of two state universities. Data was collected through the Professional Disposition Scale for Counselor Candidates (PDSCC), which has sub-dimensions of being respectful for diversity, caring in interpersonal relationships, being oriented towards people and help, positive attitude towards life, self-awareness and self-controlling, and being open to innovations; and through The Five Factor Personality Inventory (FFPI), which has sub-dimensions of being extraversion, adaptable, responsible, open to experiences, and emotionally unstable. Data were evaluated by linear multiple regression analysis and gradual regression analysis. Analysis results show that the sub-dimensions of PDSCC are predicted by the sub-dimensions of FFPI.

Kaynakça

  • Abdel-Khalek, A. M. (2019). Optimism, pessimism and the Big Five personality model among Egyptian college students. Mankind Quarterly, 60(2), 214–230. doi:10.46469/mq.2019.60.2.5
  • Abdullahi, A. M., Orji, R., Rabiu, A. M., & Kawu, A. A. (2020). Personality and subjective well-being: towards personalized persuasive interventions for health and well-being. Online Journal of Public Health Informatics, 12(1). https://doi.org/10.5210/ojphi.v12i1.10335
  • Ackerman, C. (2017, June 23). Big Five Personality Traits: The OCEAN Model Explained. Positive Psychology.com. https://positivepsychology.com/big-five-personality-theory
  • Ackermann, K. & Ackermann, M. (2015). The Big Five in context: personality, diversity and attitudes toward equal opportunities for immigrants in Switzerland, Swiss Political Science Review, 21 (3) Pages 396-418
  • Ahadi, S. A., & Rothbart, M. K. (1994). Temperament, development, and the Big Five. In C. F. Halverson, Jr., G. A. Kohnstamm, & R. P. Martin (Eds.), The developing structure of temperament and personality from infancy to adulthood (p. 189–207). Lawrence Erlbaum Associates, Inc.
  • Andrei, F., Mancini, G., Trombini, E., Baldaro, B., & Russo, P.M. (2014). Testing the incremen-tal validity of trait emotional intelligence: Evidence from an Italian sample of adolescents. Personality and Individual Differences, 64, 24–29.
  • Arthur, W. & Graziano, W. G. (1996). The five-factor model, conscientiousness, and driving accident involvement. Journal of Personality. 64(3). 593-618.
  • Ashton, M. C. (2013). Individual differences and personality (2nd ed.). New York, NY: Elsevier,
  • Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127–152. doi:10.1002/hrdq.20070.
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  • Kaplan, D. M., Tarvydas, V. M., & Gladding, S. T. (2013). 20/20: A vision for the future of counseling: The new consensus definition of counseling. http://www.counseling.org/docs/david-kaplan’s-files/consensus-definition-ofcounseling.docx?sfvrsn=2 adresinden erişildi.
  • Kelly, V. A. (2011). Assessing individual student progress: Meeting multiple accreditation standards and professional gatekeeping responsibilities. Journal of Counselor Preparation and Supervision, 3(2), 111-122.
  • Kim, H., Schimmack, U., Oishi, S. & Tsutsui, Y. (2018). Extraversion and life satisfaction: A cross‐cultural examination of student and nationally representative samples Journal of Personality, 86(4):604-618 DOI: 10.1111/jopy.12339
  • Klockner, K. D., & Hicks, R. E. (2008). My next client: Understanding the Big Five and positive personality dispositions of those seeking psychosocial support interventions. International Coaching Psychology Review, 3(2), 148–163.
  • Knopp, T. Y., & Smith, R. L. (2005). A brief historical context for dispositions in teacher education. In R. L. Smith, D. Skarbek, & J. R. Hurst. (Eds.) The passion of teaching: Dispositions in the schools. (pp.1-14). Lanham, Maryland: Scarecrow Education.
  • Korkut-Owen, F., Tuzgöl Dost, M. ve Bugay-Sökmez, A. (2018). Psikolojik danışman eğitiminde mesleğe ilişkin (profesyonel) kişisel eğilimi değerlendirme: Ölçek geliştirme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 8(49)173-191.
  • Kumar, N. & Bhushan, B. (2006) Can personality dimensions predict emotional ıntelligence and ınterpersonal communication? An earlier version of this paper was presented at XVI Annual Conference of the National Academy of Psychology, held at the Indian Institute of Technology Bombay, during December 14-16, 2006. http://www.iitg.ac.in/scifac/nachi/public_html/internet/nkumar/abs.p1.nk.htm
  • Lamers, S. M. A., Westerhof, G. J., Kovács, V., & Bohlmeijer, E. T. (2012). Differential relationships in the association of the Big Five personality traits with positive mental health and psychopathology. Journal of Research in Personality, 46(5), 517–524. https://doi.org/10.1016/j.jrp.2012.05.012
  • Larsen, R. J., & Buss, D. M. (2005). Personality dispositions over time: Stability, change, and coherence. In Personality psychology: Domains of knowledge about human nature (2nd ed., pp. 126-157). Boston: McGraw-Hill.
  • Lincoln , K.D. (2008). Personality, negative interactions, and mental health Social Service Review, 82(2), 223-252.
  • Mao, T., Pan, W., Zhu, Y., Yang, J., Dong, Q., & Zhou, G. (2018). Self-control mediates the relationship between personality trait and impulsivity. Personality and Individual Differences, 129, 70–75. https://doi.org/10.1016/j.paid.2018.03.013
  • Mawalim, C.O., Okada, S., Nakano, Y.I. & Unoki, M (2019). Multimodal Big Five personality trait analysis using communication skill indices and multiple discussion types dataset, International Conference on Human-Computer Interaction HCII 2019: Social Computing and Social Media. Design, Human Behavior and Analytics, pp 370-383.
  • McAdams, D. P., & Pals, J. L. (2006). A new Big Five: Fundamental principles for an integrative science of personality. American Psychologist, 61(3), 204–217.
  • McCaughan, A. M., & Hill, N. R. (2015). The gatekeeping imperative in counselor education admission protocols: The criticality of personal qualities. International Journal for the Advancement Counselling, 37, 28-40.
  • McCrae, R. R., & Costa, P. T. (1995). Trait explanations in personality psychology. European Journal of Personality, 9(4), 231-252. https://doi.org/10.1002/per.2410090402
  • McCrae, R.R., & Costa, P.T. (2006). Personality in adulthood, a five-factor theory perspective. (2nd Ed.), Guilford Press, New York.
  • McCrae, R.R. & Costa Jr., P.T. (2008). Handbook of personality theory and research. In O.P. John, R.W. Robbins & L.A.Pervin (Eds.), The five-factor theory of personality (pp 159181). Newyork: The Guilford Press
  • McCrae, R. R. (2009). The five-factor model of personality traits: Consensus and controversy. In P. J. Corr & G. Matthews (Eds.), The Cambridge handbook of personality psychology (p. 148–161). Cambridge University Press. https://doi.org/10.1017/CBO9780511596544.012)
  • Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102(2), 246–268. https://doi.org/10.1037/0033-295X.102.2.246
  • Neff, K.D., Rudea, S.S. & Kirkpatrick,K.L. (2007) Brief reportAn examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality 41, 908–916 .
  • Nysted L & Ljungberg A. (2002).Facets of private and public self-consciousness construct and discriminant validity. European Journal of Personality, 16(2): 143–159.
  • Oda, R., Machii, W., Takagi, S., Kato, Y., Takeda, M., Kiyonari, T., et al. (2014). Personality and altruism in daily life. Personality and Individual Differences, 56, 206–209.
  • Onyekuru, B.U & Ibegbunam, J. (2015). Personality traits and socio-demographic variables as correlates of counselling effectiveness of counsellors in Enugu State, Nigeria, Journal of Education and Practice, 6(35), 64-70..
  • Parks-Leduc, L., Feldman, G., & Bardi, A. (2015). Personality traits and personal values: A meta-analysis. Personality and Social Psychology Review,19(1), 3-29.
  • Patrick, C. L. (2011). Student evaluations of teaching: Effects of the Big Five personality traits, grades and the validity hypothesis. Assessment & Evaluation in Higher Education, 36(2), 239–249. https://doi.org/10.1080/02602930903308258
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  • Sockett, H. (2009). Dispositions as virtues: The complexity of the construct. Journal of Teacher Education, 60(3), 291-303.)
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  • Steiner, M., Allemand, M., & McCullough, M. E. (2011). Age differences in forgivingness: The role of transgression frequency and intensity. Journal of Research in Personality, 45(6), 670–678. https://doi.org/10.1016/j.jrp.2011.09.004
  • Sümer, N. ve Sümer, H. C. (2005). Beş faktör kişilik özellikleri ölçeği (Yayınlanmamış çalışma).
  • Swickert, R., Abushanab, B., Bise, H., & Szer, R. (2014). Conscientiousness moderates the influence of a help-eliciting prime on prosocial behavior. Psychology, 5, 1954-1961. http://dx.doi.org/10.4236/psych.2014.517198
  • Tabachnick, B.G & Fidell, L. S. (2013). Using multivariate statistics (Vol. 6). Boston, MA: Pearson
  • Tellegen, A. (1991). Personality traits: Issues of definition, evidence, and assessment. In D. Cicchetti & W. M. Grove (Eds.), Thinking clearly about psychology: Essays in honor of Paul E. Meehl, Vol. 1. Matters of public interest; Vol. 2. Personality and psychopathology (p. 10–35). University of Minnesota Press.
  • Watson, D., Clark, L. A., & Harkness, A. R. (1994). Structures of personality and their relevance to psychopathology. Journal of Abnormal Psychology, 103(1), 18–31. https://doi.org/10.1037/0021-843X.103.1.18
  • Weiten, W. (2010). Psychology themes and variations (8th ed.). Belmont, Wadsworth: Cengage Learning.
  • Yamagata, S., Suzuki, A., Ando, J., Ono, Y., Kijima, N., Yoshimura, K., . . . Jang, K. (2006). Is the genetic structure of human personality universal? A cross-cultural twin study from North America, Europe, and Asia. Journal of Personality and Social Psychology, 90(6), 987-998. https://doi.org/10.1037/0022-3514.90.6.987
  • Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, & D. H. Schunk(Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.)(pp. 1-37). Mahwah, N. J.: Lawrence Erlbaum Associates.
Toplam 95 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Fidan Korkut Owen 0000-0003-0144-1521

Yayımlanma Tarihi 30 Mart 2021
Kabul Tarihi 20 Aralık 2020
Yayımlandığı Sayı Yıl 2021 Kış

Kaynak Göster

APA Korkut Owen, F. (2021). Büyük Beşli Modeli ve Psikolojik Danışman Adaylarının Mesleğe İlişkin Kişisel Eğilimleri. IBAD Sosyal Bilimler Dergisi(9), 80-99. https://doi.org/10.21733/ibad.827546

IBAD Sosyal Bilimler Dergisi / IBAD Journal of Social Sciences 


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