Psikologlarda Öz Yeterlilik Algısının Oluşmasında Mentorluk Rolünün İncelenmesi- Karma Yöntem Deseni

Yıl 2023, Cilt: 14 Sayı: 2, 248 - 269, 27.11.2023

Zekeriya Temircan

https://doi.org/10.54558/jiss.1193853

Öz

Amaç: Bu araştırmada psikologların öz-yeterlilik algısını oluşturmada mentorluk rolünün incelenmesi amaçlanmıştır.
Yöntem: Araştırmanın nicel verileri 108 katılımcıdan sosyo-demografik bilgi formu ve Genel Öz-Yeterlilik Ölçeği kullanılarak veriler elde edilirken, nitel verileri için 22 katılımcının görüşlerine başvurulmuştur. Verilerin nicel analizleri SPSS 25.0 programında, bağımsız t-testi ve ANOVA testi kullanılarak analiz edilmiştir.
Bulgular: Araştırmanın bulgularında, cinsiyet değişkeninin öz yeterlilik algısı oluşmasında istatistiksel olarak anlamlı bir fark oluşturmadığı, yaş ve mesleki kıdem göre anlamlı farklılık tespit edilmiştir. Bulgularda, psikologların meslek alanında öz yeterlilik kazanmaları için uygulamalı eğitimin önemli olduğunu ifade etmişlerdir. Mesleğe başlayan psikologların mesleki deneyimlerinin eksik olduğunu, uygulama alanlarında kendilerini yetersiz gördüklerini ve kullanılacak araç ve yöntem konusunda mentor yardımına ihtiyaç duyduklarını belirtmişlerdir. Kişisel ve mesleki deneyim kazanmaları açısından mentor uygulamasının önemini ifade ederek bu uygulama hakkında olumlu görüşler bildirmişlerdir.
Sonuç: Elde edilen sonuçlar çerçevesinde çalışan psikologların öz yeterlilik algısının düşük olduğu sağlanacak mentorluk uygulamasının mesleki deneyim kazanmada ve öz yeterlilik algısı oluşmada faydalı olabileceği düşülmektedir.
Özgünlük: Ülkemizde Psikologların öz-yeterlilik algısının oluşmasında mentorlük rolünü inceleyen bir çalışma alan yazında bulunmamaktadır. Psikologların öz-yeterlilik algısının mesleki gelişimleri açısından önemini karma bir araştırma modeli ile ele alan bu çalışma özgün ve alan yazına yeni bulgular ekleyen bir araştırmadır.

Anahtar Kelimeler

Psikolog, Öz yeterlilik, Mentorluk, Karma model.

An Investıgatıon Of The Role Of Mentorıng In The Formatıon Of Self-Effıcacy Perceptıons In Psychologısts- Mixed Method Desıgn

Öz

Purpose: The purpose of this study was examined the role of mentoring in creating the self-efficacy perception of psychologists.
Method: The quantitative data were obtained by using the socio-demographic information form and the General Self-Efficacy Scale from 108 participants, the opinions of 22 participants were consulted for the qualitative data. SPSS 25.0 program was used and the independent t-test and ANOVA test was used for statistical analysis
Findings: The findings showed that gender did not make a statistically significant difference in the formation of self-efficacy perception, and there was a significant difference between age and professional seniority. Participants stated that practical training is important for psychologists to gain self-efficacy in the field of profession. They also added psychologists who started their careers lack professional experience, they see themselves as inadequate in their fields of practice, and they seek mentor help regarding the tools and methods to be used. Positive opinion was expressed about mentor to gain personal and professional experience.
Implications: To sum, it is thought that providing mentoring help to psychologists who has low self-efficacy perceptions may be beneficial in gaining professional experience and creating a sense of self-efficacy.
Originality: In our country, there is no study in the literature examining the role of mentoring in the formation of the self-efficacy perception of psychologists. This study, which deals with the importance of the self-efficacy perception of psychologists in terms of their professional development with a mixed research model, is an original research that adds new findings to the literature.

Anahtar Kelimeler

Psychologist, Self-efficacy, Mentoring, Mixed model

Kaynakça

• Ayllón, S., Alsina, Á., & Colomer, J. (2019). Teachers' involvement and students' self-efficacy: Keys to achievement in higher education. PLoS One, 14(5), 1-11. doi: 10.1371/journal.pone.0216865.
• Azizli, N., Atkinson, B. E., Baughman, H. M., & Giammarco, E. A. (2015). Relationships between general self-efficacy, planning for the future, and life satisfaction. Personality and Individual Differences, 82, 58-60.
• Bakan, G., & Inci, F. H. (2021). Predictor of self-efficacy in individuals with chronic disease: Stress-coping strategies. Journal of Clinical Nurse, 30(5-6), 874-881. doi: 10.1111/jocn.15633.
• Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
• Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology,52, 1–26.
• Boat, A.A., Weiler, L.M., Bailey, M. et al. (2019). Mentor’s Self-Efficacy Trajectories During a Mentoring Program for At-Risk Adolescents. The Journal of Primary Prevent, 40, 575–589. https://doi.org/10.1007/s10935-019-00566-z.
• Byrne, Z. S., Dik, B. J., & Chiaburu, D. S. (2008). Alternatives to traditional mentoring in fostering career success. Journal of Vocational Behavior, 72, 429-442.
• D’Abate, C. P., & Eddy, E. R. (2008). Mentoring as a learning tool: Enhancing the effectiveness of an undergraduate business mentoring program. Mentoring & Tutoring: Partnership in Learning, 16(4), 363-378.
• Deane, K.L., Boat, A.A., Haddock, S.A. et al. (2022). The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth. Journal of Youth Adolescence, 51, 805–819. https://doi.org/10.1007/s10964-022-01584-7.
• Dougherty, T. W., & Dreher, G. F. (2007). Mentoring and career outcomes: Conceptual and methodological issues in an emerging literature. In B. R. Ragins & K. E. 68 Kram (Eds.), The Handbook of Mentoring at Work: Theory, Research, and Practice (pp. 51-94). Thousand Oaks, CA: Sage Publications, Inc.
• Dutton, H., Deane, K. L., & Bullen, P. (2018). Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program. Children and Youth Services Review, 85, 53–62. https://doi.org/10.1016/j.childyouth.2017.12.008.
• Dybowski C, Sehner S, & Harendza S. (2017). Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Medical Education, 17(1):78-84. doi: 10.1186/s12909-017-0923-2.
• Grosemans, I., Coertjens, L., & Kyndt, E. (2020). Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals. British Journal of Educational Psychology, 90(1),19-42. doi: 10.1111/bjep.12258.
• Hampton, D., Culp-Roche, A., Hensley, A., Wilson, J., Otts, J. A., Thaxton-Wiggins, A., Fruh, S., & Moser, D. K. (2020). Self-efficacy and Satisfaction With Teaching in Online Courses. Nurse Education, 45(6), 302-306. doi: 10.1097/NNE.0000000000000805.
• Haggard, D. L., Dougherty, T. W., Turban, D. B., & Wilbanks, J. E. (2011). Who is a mentor? A review of evolving definitions and implications for research. Journal of Management, 37(1), 280-304.
• Huang, C. (2013). Gender differences in academic self-efficacy: a metaanalysis. European Journal of Psychology of Education, 28, 1-35.
• Judge, T. A., Jackson, C. L., Shaw, J. C., Scott, B. A., & Rich, B. L. (2007). Self-efficacy and work-related performance: the integral role of individual differences. Journal of Applied Psychology, 92(1), 107-127. doi: 10.1037/0021-9010.92.1.107.
• Köksal, O., Güler, M. & Çetin, F. (2019). Öz-Yeterlilik Algısı, Yaşam Doyumu ve Bir Role Tutulma Etkileşimi: Sosyal Bilişsel Bir Yaklaşım. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 54, 193-207.
• Larose, S. (2013). Trajectories of mentors’ perceived self-efficacy during an academic mentoring experience: What they look like and what are their personal experimental correlates? Mentoring and Tutoring: Partnership in Learning, 21, 150–174. https://doi.org/10.1080/13611267.2013.813728.
• Little, C. A., Kearney, K. L., & Britner, P. A. (2010). Students‘ self-concept and perceptions of mentoring relationships in a summer mentorship program for talented adolescent. Roeper Review, 32, 189-199.
• Ng, K. Y., Ang, S., & Chan, K. Y. (2008). Personality and leader effectiveness: A moderated mediation model of leadership self-efficacy, job demands, and job autonomy. Journal of Applied Psychology, 93, 733–743. https://doi.org/10.1037/0021-9010.93.4.733.
• Ragins, B. R., & Kram, K. E. (2007). The Handbook of Mentoring at Work: Theory, Research, and Practice. Thousand Oaks, CA: Sage Publications Inc.
• Raposa, E. B., Rhodes, J. E., & Herrera, C. (2016). The impact of youth risk on mentoring relationship quality: Do mentor characteristics matter? American Journal of Community Psychology, 57, 320–329. https://doi.org/10.1002/ajcp.12057.
• Sheeran, P., Maki, A., Montanaro, E., Avishai-Yitshak, A., Bryan, A., Klein, W. M., Miles, E., & Rothman, A. J. (2016). The impact of changing attitudes, norms, and self-efficacy on health-related intentions and behavior: A meta-analysis. Health Psychology, 35(11), 1178-1188. doi: 10.1037/hea0000387.
• Spencer, R., Gowdy, G., Drew, A. L., McCormack, M. J., & Keller, T. E. (2020). It takes a village to break up a match: A systemic analysis of formal youth mentoring relationship endings. Child & Youth Care Forum, 49, 97–120. https://doi.org/10.1007/s10566-019-09520-w.
• Yıldırım, F., & İlhan, İ.Ö. (2010). Genel öz yeterlilik ölçeği Türkçe formunun geçerlilik ve güvenilirlik çalışması. Türk Psikiyatri Dergisi, 21(4), 301-308.