BibTex RIS Kaynak Göster

STRESSFUL LIFE EVENTS IN RELATION TO SELF-ESTEEM AND ACADEMIC SELF-EFFICACY OF ENGLISH DEPARTMENT STUDENTS

Yıl 2016, Sayı: 7, 183 - 199, 01.04.2016

Derya Ergur

Öz

Abstract The purpose of the current study is to find out the self-esteem and academic self-efficacy scores of the students. Additionally, it aimed to analyze the relationship between the stressful life events and self-esteem and academic self-efficacy scores of 394 undergraduate students from English Linguistics and English Translation and Interpretation Departments of Hacettepe University. Self-esteem was measured using Rosenberg’s Self-Esteem Scale , Academic Self-Efficacy was measured using Jerusalem and Schwarzer’s Academic Self-Efficacy Scale and Oral’s Life Events Inventory for University Students was used. A personal information form was also administered to gather some personal data about the participants. Spearman Rank Correlation Coefficient Test was used to analyze the data. A significant positive relationship between self-esteem and academic self-efficacy was found (r=0.464, p=0.00). Moreover,a significant negative relationship between self-related anxiety and problems; environmental, adjustment and family problems and academic events and problems and self-esteem and academic self-efficacy were found.

Anahtar Kelimeler

Key Words: English students self-esteem academic self-efficacy stressful life events.

Kaynakça

  • Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and self-esteem in university students. Educational Psychology, 14 (3), 323-329.
  • Altıok, H.Ö., Ek, N.,& Koruklu, N. (2010). Üniversite öğrencilerinin benlik saygı düzeyi ile ilişkili bazı değişkenlerin incelenmesi. Adnan Menderes Üniversitesi, Eğitim Fakültesi Eğitim Bilimleri Dergisi, 1 (1): 99-120.
  • Baccus, J.R.,Baldwin, M.W., & Packer, D.J. (2004). Increasing Implicit Self-esteem through Classical Conditioning. American Psychological Society, 15 ( 7).
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachandran (Ed.), Encyclopedia of human behavior (Vol. 4, pp.71-81). New York: Academic Press. (Reprinted in H. Friedman (Ed.), Encyclopedia of mental health. San Diego: Academic Press, 1998).
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman.
  • Bandura, A. (1977). Self-efficacy: Toward a unifiying theory of behavioral change. Psychological Review, 84, 191-215.
  • Berg, B. L. (2001). Qualitative research methods for the social sciences (Fourth edition). Boston, MA: Allyn & Bacon.
  • Branden, N. (1994) six pillars of self-esteem. New York: Bantam.
  • Baum,A.,& Grunberg, N.E. (1991). Gender, stress and health. Health Psychology, 10, 80-85.
  • Chemers, M. M., Hu, L., & Garcia, B.F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93, 55-64.
  • Coyne, J.C., & Lazarus,R.S. (1980). Cognitive style, stress perception, and coping. In I.L.Kutash, &L.B. Schlesinger (Eds.), Handbook on stress and anxiety (pp. 144-158). San Francisco, California: Jossey-Bass Publishers.
  • Çuhadaroğlu, F. (1985) Adölesanlarda benlik saygısı. (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara, Türkiye.
  • Demirdağ, S. (2015). Öğrencilerin akademik öz yeterliliklerinin yetenek, ortam ve eğitim kalitesine gore karşılaştırılması. Eğitim ve Öğretim Araştırmaları Dergisi. 4(1): 315- 323.
  • Dixon, S., & Kurpius, S.E.R. (2008) Depression and college stress among university undergraduates: Do mattering and self-esteem make a difference? Journal of College Student Development. 49, 412-424.
  • Dwyer, A.L., & Cummings, A.L. (2001). Stress, self-efficacy, social support, and coping strategies in university students. Canadian Journal of Counselling. 35(3): 208-220.
  • Edwards, D.,Burnard, P., Benett. K., & Hebden. U. (2010). A longitudinal study of stress and self-esteem in student nurses’. Nurse Education Today, 30, 78-84.
  • Edwards, J. Stress-Definition. http://www.wineconnections.co.uk/jenny/stress- a%20definition.html adresinden 17 Ağustos 2014 tarihinde edinilmiştir.
  • Emil, S. (2003) Üniversite öğrencilerinin öz benlik saygısı ve stresli yaşam olayları. (Yayınlanmamış yüksek lisans tezi). Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.
  • Erikson, E. (1968). Identity: Youth and Crisis. New York: W.W. Norton & Company, Inc.
  • Farhan, S.,& Khan, I. (2015). Impact of stress, self-esteem and gender factor on students’ academic achievement. International Journal on New Trends in Education and Their Implications. 6, (2),143-156.
  • Friedrichsen, J.E. (1997). Self-concept and self-esteem development in the context of adolescence and gender. (Unpublished doctoral dissertation). University of California, Santa Barbara, USA.
  • Frost, J., & McKelvie, S. (2005). The relationship of self-esteem and body satisfaction to exercise activity for male and female elementary school, high school, and university students. Athletic insight: The Online Journal of Sport Psychology. 7 (online) http://www.athleticinsight.com/Vol7Iss4/Selfesteem.html adresinden 20 Mayıs 2015 tarihinde edinilmiştir.
  • Griva, F., & Anagnostopoulus, F. (2010) Positive psychological states and anxiety: the mediating effect of proactive coping.’ Psychology Rep. Vol. 107, no: 3, pp. 795-804.& Meier, L.L. (2009). ‘Disentangling the effects of low self-esteem and stressful life events on depression: Findings from three longitudinal studies.’ Journal of Personality and Social Psychology, Vol. 97, pp. 307-321.
  • Hacettepe Üniversitesi Yönetmelikler (2014), Ankara: Öğrenci İşleri Daire Başkanlığı. http://www.oid.hacettepe.edu.tr/index_sub.php?grp=y&dir=&file=01_lisans_20140821 _1502&filetype=html&submenuheader=4 adresinden 20 Nisan 2014 tarihinde edinilmiştir.
  • Hackett, G., Betz, N.E., Casa, J.M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39, 527-538.
  • Hair. J.F.,Anderson, R.E.,Tatham, R. L.,&Black,W.C. (2010). Multivariate data analysis .London: Prentice-Hall.
  • Jerusalem, M., & Schwarzer, R. (1981). Fragebogen zur Erfassung von Selbswirksamkeit.Skalen zur Befindlichkeit und Persoenlichkeit in R. Schwarzer (Hrsg.) (Forschungsbericht No:5) Berlin: Freie Universitaet, Institut fuer Psychologie.: Cambridge University Press. Pp. xv3+12
  • Jessor, R., Donovan, J.E., & Costa, F.(1991). Beyond adolescence: Problem behavior and young adult development. New York: Cambridge University Press. Pp.xv+312.
  • Kearney-Cooke, A. (1999). Gender differences and self-esteem. The Journal of Gender-Specific Medicine. 2(3), 46-52.
  • Kohn, P.M.,Hay, B.D., & Legere, J.J. (1994). Hassles, coping styles, and negative well-being. Personality and Individual Differences, 17, 169-179.
  • Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer Publishing Company, Inc.
  • Mann, M., Hosman, C.M., Schaalma, H., & Vries, N.K.D. (2004). Self-esteem in a broad- spectrum approach for mental health promotion. Health Education Research, 19, 357- 372.
  • Marsh, H.,Byrne, B.,& Yeung, A. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist. 34, 155-167.
  • Moeller, T.G. (1994). What research says about self-esteem and academic performance. Education Digest, 34, 25-32.
  • Monk, E., & Mahmood, Z. (1999). Student mental health: A pilot study. Counseling Psychology Quarterly, 12, 199-211.
  • Nelson, E.S., Karr, K.M., & Coleman,P.K. (1995).Relationship among daily hassles, optimism and reported physical symptoms. Journal of College Student Psychotherapy. 10 (2): 11- 26.
  • Newby-Fraser, E., & Schlebusch, L. (1997). Social support, self-efficacy and assertiveness as mediators of student success. Psychology: A Journal of Human Behavior. 34, 61-69.
  • Oral, M. (1999) The relationship between dimensions of perfectionism, stressful life events and depressive symptoms in university students. A test of diathesis-stress model of depression.(Unpublished Ankara,Turkey. master’s thesis).Orta Doğu Teknik Üniversitesi,
  • Orth, U., Robins, R. & Meier, L.L. (2009) disentangling the effects of low self-esteem and stressful life events on depression: Findings from three longitudinal studies. Journal of Personality and Social Psychology. 97, 307-321.
  • Öğrenci Seçme ve Yerleştirme Merkezi (ÖSYM). (2015). Merkezi Yerleştirme İle Öğrenci Alan Yükseköğretim Lisans Programları. http://dokuman.osym.gov.tr/pdfdokuman/2015 /OSYS/OSYS2015YerlestirmeMinMaxTablo-423072015.pdf adresinden 20 Mart 2015 tarihinde edinilmiştir.
  • Robert, R. (2000). Building up self-estem program. (Thahran-Trans).
  • Robin, R.W.,Tracy, J.L., & Trzesniewski, K. (2001). Personality correlates of self-esteem. Journal of Research in Personality, 35, 463-482.
  • Rosenberg, M.(1965). Society and the Adolescent Self-Image. Princeton, NJ: Princeton University Press.
  • Rosli, Y., Othman,H., Ishak, I., Lubis,S.H.,Mohd.,N.Z.,& Omar, B. (2012). Self-esteem and academic performance relationship amongst the second year undergraduate students of Universiti Kebangsaan Malasia, Kuala Lumpur Campus. Procedia-Social and Behavioral Sciences .60, 582-589.
  • Saadat, M., Ghasemzadeh, A. & Soleimani, M. (2011). Self-esteem in Iranian university students and its relationship with academic achievement. Procedia-Social and Behavioral Sciences.31, 10-14.
  • Sandra, LH. (2009). The relationship between self-esteem and academic success among African American students in the minority engineering program at a research extensive university in the southern portion of the United States, The School of Human Resource Education and Workforce Development, US.
  • Savcı, M., & Aysan, F. (2014). Üniversite öğrencilerinde algılanan stress düzeyi ile stresle başaçıkma stratejileri arasındaki ilişki. Uluslararası Türk Eğitim Bilimleri Dergisi. 44- 56.
  • Schulenberg, J.E., Bryant, A. L., & O’Malley,P.M. (2004). Taking hold of some kind of life: how developmental tasks relate to trajectories of well-being during the transition to adulthood. http://dx.doi.org/10.1017/S0954579404040167 adresinden 19 Nisan 2015 tarihinde edinilmiştir.
  • Psychopathology, 16, 1119-1140.
  • Schunk, D. H. (1991). Modeling and attributional effects on children’s achievement. A self- efficacy analysis. Journal of Educational Education. 73, 93-105.
  • Swearingen, E.M.,& Cohen, L.H. (1985). Life events and psychological distress: A prospective study of young adolescents. Developmental Psychology, 21 (6), 1045-1054.
  • Tahir, Q. (2010). Effectiveness of teaching stress on academic performance of college teachers in Pakistan. International Journal of Humanities and Social Science, 1 (3).
  • Taylor, S.E. & Brown, J. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193-210.
  • Vlisides, C.E., Eddy, J.P., & Mozie,D. (1994). Stress and stressors: Definition, identification and strategy for higher education constituents. College Student Journal, 28, 122-124.
  • Wagner,B.M., Compas, B.E., & Howell, D.C. (1988). Daily and major life events: A test of an integrative model of psychosocial stress. American Journal of Community Psychology,16, 189-205.
  • Wigfield, A. ,Eccles JS., MacIver ,D., Reuman, D.A.&Midgley, C. (1991).Transitions during early adolescence: Change in childern’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology. 27(4), 552-565.
  • Wiggins, J. &Schatz, E.L. (1994). The relationship of self-esteem to grades, achievement scores and other factors critical to school success. School Counselor, 41, 239-244.
  • Witte, H.E. (2002). Das Hamburger Hochschulmodernisierungsgesetz: Eine wissenschaftlich- psychologishe Betrachtung. Hamburg.
  • Wolff, H.G. (1949). Life stress and bodily disease: A formulation. Research Publications. Association for Research in Nervous and Mental Disease, 29, 1059-1094.
  • Yılmaz, M., Gürçay,D. & Ekici,G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi, Eğitim Fakültesi Dergisi. 33, 253-259.
  • Zahra, A. (2010). Relationship between self-concept and academic achievement of female bachelor degree students. University Institute of Education and Research.
  • Zautra, A., & Reich, J. (1993). Life events and perceptions of life quality: Developments in a two-factor approach. Journal of Community Psychology, 11,121-132.
  • Zo,M., Booth, & Gerard, J.M. (2011). Self-esteem and academic achievement: a compartive study of adolescent students in England and in the United States. Retrieved from www.ncbi.nlm.nih.gov/pmc/articles/PMC3779915 adresinden 6 Nisan 2014 tarihinde edinilmiştir.
  • Zuckerman, D. M. (1989). Stress, self-esteem and mental health: How does gender make a difference? Sex Roles, 20 (7/8), 429-444.

İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ

Yıl 2016, Sayı: 7, 183 - 199, 01.04.2016

Derya Ergur

Öz

Özet Bu çalışmanın amacı, üniversite öğrencilerinin öz benlik saygısı ve akademik öz yeterlik puanlarını belirlemek ve bu puanlarının stresli yaşam olaylarını algılama sıklıkları ile ilişkisini incelemektir. Araştırma, Hacettepe Üniversitesi, Edebiyat Fakültesi bünyesinde yer alan İngiliz Dil Bilimi ve İngilizce Mütercim Tercümanlık Bölümlerinde çeşitli sınıflara devam eden toplam 394 öğrenci üzerinde yapılmıştır. Veriler, demografik bilgi formu, “Rosenberg Öz Benlik Saygısı Ölçeği”, Jerusalem ve Schwarzer’in Akademik Öz Yeterlik Ölçeği” ve Oral’ın “ Üniversite Öğrencilerine Yönelik Yaşam Olayları Ölçeği” aracıyla toplanmıştır. Veri analizinde ortalama, standart sapma ve Spearman Rank korelasyon katsayıları kullanılmıştır. Sonuçlar öğrencilerin öz benlik saygısı ile akademik öz yeterlik puanları arasında anlamlı ve olumlu bir ilişki olduğunu göstermektedir (r=0.464, p=0.00). Ayrıca, öğrencilerin stresli yaşam olaylarını içeren bireysel kaygı ve problemler, çevre, aile ve uyumla ilgili kaygı ve problemler ve akademik olay ve problemler ile öz benlik saygısı ve akademik öz yeterlikleri arasında anlamlı ve olumsuz bir ilişki olduğu belirlenmiştir.

Anahtar Kelimeler

Anahtar Kelimeler: İngilizce öğrencileri öz benlik saygısı akademik öz yeterlik stresli yaşam olayları.

Kaynakça

  • Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and self-esteem in university students. Educational Psychology, 14 (3), 323-329.
  • Altıok, H.Ö., Ek, N.,& Koruklu, N. (2010). Üniversite öğrencilerinin benlik saygı düzeyi ile ilişkili bazı değişkenlerin incelenmesi. Adnan Menderes Üniversitesi, Eğitim Fakültesi Eğitim Bilimleri Dergisi, 1 (1): 99-120.
  • Baccus, J.R.,Baldwin, M.W., & Packer, D.J. (2004). Increasing Implicit Self-esteem through Classical Conditioning. American Psychological Society, 15 ( 7).
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachandran (Ed.), Encyclopedia of human behavior (Vol. 4, pp.71-81). New York: Academic Press. (Reprinted in H. Friedman (Ed.), Encyclopedia of mental health. San Diego: Academic Press, 1998).
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman.
  • Bandura, A. (1977). Self-efficacy: Toward a unifiying theory of behavioral change. Psychological Review, 84, 191-215.
  • Berg, B. L. (2001). Qualitative research methods for the social sciences (Fourth edition). Boston, MA: Allyn & Bacon.
  • Branden, N. (1994) six pillars of self-esteem. New York: Bantam.
  • Baum,A.,& Grunberg, N.E. (1991). Gender, stress and health. Health Psychology, 10, 80-85.
  • Chemers, M. M., Hu, L., & Garcia, B.F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93, 55-64.
  • Coyne, J.C., & Lazarus,R.S. (1980). Cognitive style, stress perception, and coping. In I.L.Kutash, &L.B. Schlesinger (Eds.), Handbook on stress and anxiety (pp. 144-158). San Francisco, California: Jossey-Bass Publishers.
  • Çuhadaroğlu, F. (1985) Adölesanlarda benlik saygısı. (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara, Türkiye.
  • Demirdağ, S. (2015). Öğrencilerin akademik öz yeterliliklerinin yetenek, ortam ve eğitim kalitesine gore karşılaştırılması. Eğitim ve Öğretim Araştırmaları Dergisi. 4(1): 315- 323.
  • Dixon, S., & Kurpius, S.E.R. (2008) Depression and college stress among university undergraduates: Do mattering and self-esteem make a difference? Journal of College Student Development. 49, 412-424.
  • Dwyer, A.L., & Cummings, A.L. (2001). Stress, self-efficacy, social support, and coping strategies in university students. Canadian Journal of Counselling. 35(3): 208-220.
  • Edwards, D.,Burnard, P., Benett. K., & Hebden. U. (2010). A longitudinal study of stress and self-esteem in student nurses’. Nurse Education Today, 30, 78-84.
  • Edwards, J. Stress-Definition. http://www.wineconnections.co.uk/jenny/stress- a%20definition.html adresinden 17 Ağustos 2014 tarihinde edinilmiştir.
  • Emil, S. (2003) Üniversite öğrencilerinin öz benlik saygısı ve stresli yaşam olayları. (Yayınlanmamış yüksek lisans tezi). Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.
  • Erikson, E. (1968). Identity: Youth and Crisis. New York: W.W. Norton & Company, Inc.
  • Farhan, S.,& Khan, I. (2015). Impact of stress, self-esteem and gender factor on students’ academic achievement. International Journal on New Trends in Education and Their Implications. 6, (2),143-156.
  • Friedrichsen, J.E. (1997). Self-concept and self-esteem development in the context of adolescence and gender. (Unpublished doctoral dissertation). University of California, Santa Barbara, USA.
  • Frost, J., & McKelvie, S. (2005). The relationship of self-esteem and body satisfaction to exercise activity for male and female elementary school, high school, and university students. Athletic insight: The Online Journal of Sport Psychology. 7 (online) http://www.athleticinsight.com/Vol7Iss4/Selfesteem.html adresinden 20 Mayıs 2015 tarihinde edinilmiştir.
  • Griva, F., & Anagnostopoulus, F. (2010) Positive psychological states and anxiety: the mediating effect of proactive coping.’ Psychology Rep. Vol. 107, no: 3, pp. 795-804.& Meier, L.L. (2009). ‘Disentangling the effects of low self-esteem and stressful life events on depression: Findings from three longitudinal studies.’ Journal of Personality and Social Psychology, Vol. 97, pp. 307-321.
  • Hacettepe Üniversitesi Yönetmelikler (2014), Ankara: Öğrenci İşleri Daire Başkanlığı. http://www.oid.hacettepe.edu.tr/index_sub.php?grp=y&dir=&file=01_lisans_20140821 _1502&filetype=html&submenuheader=4 adresinden 20 Nisan 2014 tarihinde edinilmiştir.
  • Hackett, G., Betz, N.E., Casa, J.M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39, 527-538.
  • Hair. J.F.,Anderson, R.E.,Tatham, R. L.,&Black,W.C. (2010). Multivariate data analysis .London: Prentice-Hall.
  • Jerusalem, M., & Schwarzer, R. (1981). Fragebogen zur Erfassung von Selbswirksamkeit.Skalen zur Befindlichkeit und Persoenlichkeit in R. Schwarzer (Hrsg.) (Forschungsbericht No:5) Berlin: Freie Universitaet, Institut fuer Psychologie.: Cambridge University Press. Pp. xv3+12
  • Jessor, R., Donovan, J.E., & Costa, F.(1991). Beyond adolescence: Problem behavior and young adult development. New York: Cambridge University Press. Pp.xv+312.
  • Kearney-Cooke, A. (1999). Gender differences and self-esteem. The Journal of Gender-Specific Medicine. 2(3), 46-52.
  • Kohn, P.M.,Hay, B.D., & Legere, J.J. (1994). Hassles, coping styles, and negative well-being. Personality and Individual Differences, 17, 169-179.
  • Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer Publishing Company, Inc.
  • Mann, M., Hosman, C.M., Schaalma, H., & Vries, N.K.D. (2004). Self-esteem in a broad- spectrum approach for mental health promotion. Health Education Research, 19, 357- 372.
  • Marsh, H.,Byrne, B.,& Yeung, A. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist. 34, 155-167.
  • Moeller, T.G. (1994). What research says about self-esteem and academic performance. Education Digest, 34, 25-32.
  • Monk, E., & Mahmood, Z. (1999). Student mental health: A pilot study. Counseling Psychology Quarterly, 12, 199-211.
  • Nelson, E.S., Karr, K.M., & Coleman,P.K. (1995).Relationship among daily hassles, optimism and reported physical symptoms. Journal of College Student Psychotherapy. 10 (2): 11- 26.
  • Newby-Fraser, E., & Schlebusch, L. (1997). Social support, self-efficacy and assertiveness as mediators of student success. Psychology: A Journal of Human Behavior. 34, 61-69.
  • Oral, M. (1999) The relationship between dimensions of perfectionism, stressful life events and depressive symptoms in university students. A test of diathesis-stress model of depression.(Unpublished Ankara,Turkey. master’s thesis).Orta Doğu Teknik Üniversitesi,
  • Orth, U., Robins, R. & Meier, L.L. (2009) disentangling the effects of low self-esteem and stressful life events on depression: Findings from three longitudinal studies. Journal of Personality and Social Psychology. 97, 307-321.
  • Öğrenci Seçme ve Yerleştirme Merkezi (ÖSYM). (2015). Merkezi Yerleştirme İle Öğrenci Alan Yükseköğretim Lisans Programları. http://dokuman.osym.gov.tr/pdfdokuman/2015 /OSYS/OSYS2015YerlestirmeMinMaxTablo-423072015.pdf adresinden 20 Mart 2015 tarihinde edinilmiştir.
  • Robert, R. (2000). Building up self-estem program. (Thahran-Trans).
  • Robin, R.W.,Tracy, J.L., & Trzesniewski, K. (2001). Personality correlates of self-esteem. Journal of Research in Personality, 35, 463-482.
  • Rosenberg, M.(1965). Society and the Adolescent Self-Image. Princeton, NJ: Princeton University Press.
  • Rosli, Y., Othman,H., Ishak, I., Lubis,S.H.,Mohd.,N.Z.,& Omar, B. (2012). Self-esteem and academic performance relationship amongst the second year undergraduate students of Universiti Kebangsaan Malasia, Kuala Lumpur Campus. Procedia-Social and Behavioral Sciences .60, 582-589.
  • Saadat, M., Ghasemzadeh, A. & Soleimani, M. (2011). Self-esteem in Iranian university students and its relationship with academic achievement. Procedia-Social and Behavioral Sciences.31, 10-14.
  • Sandra, LH. (2009). The relationship between self-esteem and academic success among African American students in the minority engineering program at a research extensive university in the southern portion of the United States, The School of Human Resource Education and Workforce Development, US.
  • Savcı, M., & Aysan, F. (2014). Üniversite öğrencilerinde algılanan stress düzeyi ile stresle başaçıkma stratejileri arasındaki ilişki. Uluslararası Türk Eğitim Bilimleri Dergisi. 44- 56.
  • Schulenberg, J.E., Bryant, A. L., & O’Malley,P.M. (2004). Taking hold of some kind of life: how developmental tasks relate to trajectories of well-being during the transition to adulthood. http://dx.doi.org/10.1017/S0954579404040167 adresinden 19 Nisan 2015 tarihinde edinilmiştir.
  • Psychopathology, 16, 1119-1140.
  • Schunk, D. H. (1991). Modeling and attributional effects on children’s achievement. A self- efficacy analysis. Journal of Educational Education. 73, 93-105.
  • Swearingen, E.M.,& Cohen, L.H. (1985). Life events and psychological distress: A prospective study of young adolescents. Developmental Psychology, 21 (6), 1045-1054.
  • Tahir, Q. (2010). Effectiveness of teaching stress on academic performance of college teachers in Pakistan. International Journal of Humanities and Social Science, 1 (3).
  • Taylor, S.E. & Brown, J. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193-210.
  • Vlisides, C.E., Eddy, J.P., & Mozie,D. (1994). Stress and stressors: Definition, identification and strategy for higher education constituents. College Student Journal, 28, 122-124.
  • Wagner,B.M., Compas, B.E., & Howell, D.C. (1988). Daily and major life events: A test of an integrative model of psychosocial stress. American Journal of Community Psychology,16, 189-205.
  • Wigfield, A. ,Eccles JS., MacIver ,D., Reuman, D.A.&Midgley, C. (1991).Transitions during early adolescence: Change in childern’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology. 27(4), 552-565.
  • Wiggins, J. &Schatz, E.L. (1994). The relationship of self-esteem to grades, achievement scores and other factors critical to school success. School Counselor, 41, 239-244.
  • Witte, H.E. (2002). Das Hamburger Hochschulmodernisierungsgesetz: Eine wissenschaftlich- psychologishe Betrachtung. Hamburg.
  • Wolff, H.G. (1949). Life stress and bodily disease: A formulation. Research Publications. Association for Research in Nervous and Mental Disease, 29, 1059-1094.
  • Yılmaz, M., Gürçay,D. & Ekici,G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi, Eğitim Fakültesi Dergisi. 33, 253-259.
  • Zahra, A. (2010). Relationship between self-concept and academic achievement of female bachelor degree students. University Institute of Education and Research.
  • Zautra, A., & Reich, J. (1993). Life events and perceptions of life quality: Developments in a two-factor approach. Journal of Community Psychology, 11,121-132.
  • Zo,M., Booth, & Gerard, J.M. (2011). Self-esteem and academic achievement: a compartive study of adolescent students in England and in the United States. Retrieved from www.ncbi.nlm.nih.gov/pmc/articles/PMC3779915 adresinden 6 Nisan 2014 tarihinde edinilmiştir.
  • Zuckerman, D. M. (1989). Stress, self-esteem and mental health: How does gender make a difference? Sex Roles, 20 (7/8), 429-444.
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA89GH68SF
Bölüm Araştırma Makalesi
Yazarlar

Derya Ergur Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2016
Yayımlandığı Sayı Yıl 2016 Sayı: 7

Kaynak Göster

APA Ergur, D. (2016). İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ. Uluslararası Eğitim Bilimleri Dergisi(7), 183-199.
AMA Ergur D. İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ. INES Journal. Nisan 2016;(7):183-199.
Chicago Ergur, Derya. “İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 7 (Nisan 2016): 183-99.
EndNote Ergur D (01 Nisan 2016) İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ. Uluslararası Eğitim Bilimleri Dergisi 7 183–199.
IEEE D. Ergur, “İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ”, INES Journal, sy. 7, ss. 183–199, Nisan 2016.
ISNAD Ergur, Derya. “İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ”. Uluslararası Eğitim Bilimleri Dergisi 7 (Nisan 2016), 183-199.
JAMA Ergur D. İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ. INES Journal. 2016;:183–199.
MLA Ergur, Derya. “İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 7, 2016, ss. 183-99.
Vancouver Ergur D. İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ. INES Journal. 2016(7):183-99.