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ORTAOKUL VE LİSE ÖĞRENCİLERİNİN PSİKOLOJİK DANIŞMA VE REHBERLİK İHTİYAÇLARI

Yıl 2018, Sayı: 47, 57 - 84, 15.07.2018
https://doi.org/10.21764/maeuefd.397273

Öz

Bu çalışmanın amacı,
ortaokul ve lise öğrencilerinin psikolojik danışma ve rehberlik ihtiyaçlarını
belirleyerek bu ihtiyaçların cinsiyet, okul düzeyi, sınıf düzeyi, ağırlıklı not
ortalaması, anne eğitim düzeyi, baba eğitim düzeyi ve ailenin aylık ortalama geliri
değişkenlerine göre farklılaşıp farklılaşmadığını ortaya koymaktır. Tarama
modeli kullanılarak yürütülen bu araştırmaya 2016 bahar döneminde İç Anadolu
Bölgesindeki bir şehirde devlet okullarına (1237 ortaokul, 621 lise) devam eden
1858 öğrenci (955 kız, 903 erkek) gönüllü olarak katılmıştır. Bulgular cinsiyet
açısından incelendiğinde kız öğrencilerin eğitsel rehberlik ihtiyacının erkek
öğrencilere göre anlamlı derecede fazla olduğu, mesleki ve kişisel rehberlik
ihtiyaçları açısından ise anlamlı bir farklılaşma olmadığı görülmüştür. Okul
düzeyi açısından lise öğrencilerinin eğitsel ve mesleki rehberlik
ihtiyaçlarının ortaokul öğrencilerine göre anlamlı düzeyde daha fazla olduğu
ancak kişisel rehberlik ihtiyacının okul düzeyi açısından anlamlı bir farklılaşma
göstermediği bulunmuştur. Bulgular ilgili alan yazın ışığında diğer değişkenler
de dikkate alınarak tartışılmış ve okullarda çalışan psikolojik danışmanlara
önerilerde bulunulmuştur.

Kaynakça

  • Adelman, C. (1999). Answers in the Toolbox: Academic intensity, attendance patterns, and bacherlors degree attainment. U.S. Department of Education. Washington, D.C.: Office of Educational Research and Improvement.
  • Barki, B.G., & Mukhopadhyay, B. (2008). Guidance and counselling: A manual. New Delhi: Sterling Publishers Pvt. Ltd.
  • Benson, F. and Martin, S. (2003). Organizing successful parent involvement in urban schools. Child Study Journal, 33(3), 187-193.
  • Brown, D., & Trusty, J. (2005). School counselors, comprehensive school counseling programs, and academic achievement: Are school counselors promising more than they can deliver? Professional School Counseling, 9, 1-8.
  • Bulut, İ. (2008). Yeni ilköğretim programlarında öngörülen öğrenci merkezli uygulamalara ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 14(4), 521-546.
  • Byrne, B. M. (2001). Structural equation modeling with AMOS. Mahwah, NJ: Lawrence Erlbaum.
  • Campbell, C.A., & Dahir, C.A. (1997). Sharing the vision: The national standards for school counseling programs. Alexandria, VA.: American School Counselor Association.
  • Carlson, N.N., Holcomb-McCoy, C., & Miller, T.R. (2017). School counselors’ knowledge and involvement concerning gifted and talented students. Journal of Counselor Leadership and Advocacy, 4/2, 89-101.
  • Ch, A.H. (2006). Effect of guidance services on study attitudes, study habits and academic achievement of secondary school students. Bulletin of Education & Research, 28(1), 35-45.
  • Collins, S. (1993). Adolescent needs: A comparison of student and adult perspectives. Unpublished master's thesis: University of Calgary, Calgary, AB.
  • Çağdaş, A., Özel, E. ve Konca, A.S. (2016). İlkokul başlangıcındaki velilerin aile katılım düzeylerinin incelenmesi. Eğitimde Kuram ve Uygulama, 12(4), 891-908.
  • Çelikkaleli, Ö., Gökçakan, N. ve Çapri, B. (2005). Lise öğrencilerinin bazı psikolojik ihtiyaçlarının cinsiyet, okul türü, anne ve baba eğitim düzeyine göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 245-268.
  • Decal-Mendoza, E. (2003). Guidance and counseling today. Manila, Philippines: Rex Book Store.
  • DeGraw, C. (1994). A community-based school health system: Parameters for developing a comprehensive health promotion program for students. Journal of School Health, 64, 192-195.
  • Delgado-Gaitan, C. (1990). Literacy for empowerment. New York: Falmer.
  • Dikmen, A.A. (1995). İş doyumu ve yaşam doyumu ilişkisi. Ankara Üniversitesi SBF Dergisi, 50(3), 115-140.
  • Eccles, J. S., & Harold, R.D. (1996). Family involvement in children's and adolescents' schooling. A. Booth and J.F Dunn (Eds.), Family-school links: How do they affect educational outcomes? içinde (pp.3–34). Mahwah, NJ: Erlbaum.
  • Eisenberg, N., Martin, C.L.,& Fabes, R.A. (1996). Gender development and gender effects. D.C. Berliner and R.C. Calfee (Eds.), In: Handbook of educational psychology (pp. 358- 396). New York: Macmillan.
  • Elijah, K. (2011). Meeting the guidance and counseling needs of gifted students in school settings. Journal of School Counseling, 9(14), 1-19.
  • Epstein, J.L., & Dauber, S.L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91, 289–305.
  • Erkan, S. (1997). İlköğretim öğrencilerinin rehberlik ihtiyaçlarının belirlenmesi üzerine bir araştırma. Kuram ve Uygulamada Eğitim Yönetimi, 3, 333-406.
  • Erkan, S. (2001). Okul psikolojik danışma ve rehberlik programlarının hazırlanması. Ankara: Nobel Yayınevi.
  • Fagan, J., & Iglesias, A. (1999). Father involvement program effects on fathers, father figures, and their Head Start children: A quasi-experimental study. Early Childhood Research Quarterly,14, 243–269.
  • Field, A.P. (2009). Discovering statistics using SPSS: And sex and drugs and rock 'N' roll. (Third Edition). London: Sage Publications.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. 7th Edition. New York: McGraw-Hill Higher Education.
  • Harter, S., Waters, P., & Whitesell, N. (1997). Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted. Educational Psychologist, 32, 153-173.
  • Hiebert, B. (2003). Assessing student need: Implications for comprehensive school programming. The Alberta Counsellor, 28, 17-26.
  • Hill, N.E., & Taylor, L.C. (2004). Parental school involvement and children's aca- demic achievement-Pragmatics and issues. Current Directions in Psychological Science, 13, 161-164.
  • Hoover-Dempsey, K., & Sandler, H. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3– 42.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit ındices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55.Ilgar, Z. (2002). Rehberliğin başlıca türleri. G. Can (Ed.), Psikolojik danışma ve rehberlik (s. 28-46) içinde. Ankara: Pegem Yayıncılık.
  • Iverson, D.R., & Maguire, C. (1999). The relationship between job and life satisfaction: Evidence from a remote mining community. Department of Management Working Paper, 14, 1-25.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kesici, Ş. (2007). Şube rehber öğretmenlerinin görüşlerine göre 6., 7. ve 8. sınıf öğrencilerinin rehberlik ve danışma ihtiyaçları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17, 365-383.
  • Kırcı Çevik, N. ve Korkmaz, O. (2014). Türkiye’de yaşam doyumu ve iş doyumu arasındaki ilişkinin iki değişkenli sıralı probit model analizi. Niğde Üniversitesi İİBF Dergisi, 7/1, 126-145.
  • Kinra, A.K. (2008). Guidance and counselling. Pearson Education, India.
  • Klem, L. (2000). Structural equation modeling. L.G. Grimm and P.R. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 227–260) içinde. Washington, DC.
  • Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford Press.
  • Kochhar, S.K. (2006). Educational and vocational guidance in secondary schools. Sterling Publishers Pvt. Ltd.
  • Kuzgun, Y. (2000). Rehberlik ve psikolojik danışma. Ankara: ÖSYM Yayınları.
  • Kuzgun, Y. (2009). Meslek gelişimi ve danışmanlığı. Ankara: Nobel Yayınevi.
  • Lapan, R.T., Gysbers, N. C., & Petroski, G. (2001). Helping 7th graders be safe and academically successful: A statewide study of the impact of comprehensive guidance programs. Journal of Counseling and Development, 79, 320-330.
  • Lapan, R.T., Gysbers, N. C., & Sun, Y. (1997). The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evalua- tion study. Journal of Counseling and Development, 75, 292-302.
  • Lareau, A. (1996). Assessing parent involvement in schooling: A critical analysis. Booth, A., Dunn, J.F. (Eds.), Family-school links: How do they affect educational outcomes? (pp.57–64) içinde. Mahwah, NJ: Erlbaum.
  • Lavusa, N.I. (2010). Guidance related needs of adolescents’ in Kenya. Unpublished dissertation thesis: University of Calgary, Kenya.
  • Manichander, T. (2016). Guidance and counselling. Laxmi Book Publication.
  • Mapp, K.L. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. School Community Journal, 13(1), 35–64.
  • Mcdonald, R.P., & Ho, M.H.R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64–82.
  • Milli Eğitim Bakanlığı. (2017). Milli Eğitim istatistikleri: Örgün eğitim 2016/2017. Ankara: MEB Yayınları.
  • Miller, L.S. (1995). An American imperative: Accelerating minority educational advancement. New Haven, CT: Yale University Press.
  • Naz, S. (2015). Relationship of life satisfaction and job satisfaction among Pakistani army soldiers. Journal of Bussines Research Turk, 7(1), 7-25.
  • Niles, S.G., & Harris-Bowlsbey, J. (2005). Understanding and applying emerging theories of career development. S.G. Niles and J. Harris-Bowlsbey (Ed.), Career development ınterventions in the 21st century. (pp. 85-116) içinde. NJ: Prentice Hall.
  • Nord, C.W., & West, J. (2001). Fathers’ and mothers’ involvement in their children’s schools by family type and resident status. Education Statistics Quarterly, 3(2), 40–43.
  • Özgüven, İ.E. (2001). Çağdaş eğitimde psikolojik danışma ve rehberlik. Ankara: PDREM Yayınları.
  • Paisley, P.O., & Peace, S.D. (1995). Developmental principles: A framework for school counseling programs. Elementary School Guidance & Counseling, 30, 85–93.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158.
  • Pajares, F., & Miller, M.D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193- 203.
  • Peterson, J.S. (2006) Addressing counseling needs of gifted students. Professional School Counseling, 10(1), 43-51.
  • Plunkett, S.W., & Ba´maca-Go´mez, M.Y. (2003). The relationship between parenting, acculturation, and adolescent academics in Mexican-origin immigrant families in Los Angeles. Hispanic Journal of Behavioral Sciences, 25, 222-239.
  • Pişkin, M. (2006). Türkiye’de psikolojik danışma ve rehberlik hizmetlerinin dünü, bugünü ve yarını. Musin Hesapçıoğlu ve Alpaslan Durmuş (Ed.), Türkiye’de Eğitim bilimleri: Bir bilanço denemesi içinde Ankara: Nobel Yayın Dağıtım.
  • Ravi, V. (2016). Guidance and counselling. Laxmi Book Publication, Solapur.
  • Rosenthal, R., & Rosnow, R.L. (2008). Essentials of behavioral research: methods and data analysis (3. Baskı). NY.Macgraw-Hill Companies.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of educational research, 99(6), 323-338.
  • Sharf, R.S. (2014). Applying career development theory to counseling. (6. Ed). Belmont/CA: Brooks/Cole, Cengage Learning.
  • Siddiqui, M.H. (2008). Guidance and counseling. APH Publishing Corporation, New Delhi.
  • Sink, C.A., & Yillik Downer, A. (2001). school counselors' perceptions of comprehensive guidance and counseling programs: A national survey. Professional School Counseling, 4, 278-288.
  • Swanson, J.L., & Fouad, N.A. (2015). Career theory and practice: Learning through case studies. Sage Publication: London.
  • Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve lisrel uygulamaları. Ankara: Ekinoks Yayınevi.
  • Terzi, Ş. (2009). Okul psikolojik danışma ve rehberlik programlarının geliştirilmesi. A. Kaya (Ed.), Psikolojik danışma ve rehberlik (s. 355-367) içinde. Ankara: Anı Yayıncılık.
  • Trusty, J. (2004). Effects of students’ middle-school and high-school experiences on completion of the bachelor’s degree [Monograph]. Center for School Counseling Outcome Research, 1, 1-46.
  • Wigfield, A., Eccles, J.S., & Pintrich, P.R. (1996). Development between the ages of 11 and 25. D. C. Berliner and R. C. Calfee. (Ed.), Handbook of educational psychology. (pp. 148- 185) içinde. New York: Macmillan.
  • Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental psychology, 27(4), 552-565.
  • Yeşilyaprak, B. (2009). Türkiye’de psikolojik danışma ve rehberlik alanının geleceği: Yeni açılımlar ve öngörüler. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 42(1), 193-213.
  • Yeşilyaprak, B. (2010). Eğitimde rehberlik hizmetleri: Gelişimsel yaklaşım. Ankara: Nobel Yayınevi.

PSYCHOLOGICAL COUNSELING AND GUIDANCE NEEDS OF MIDDLE AND HIGH SCHOOL STUDENTS

Yıl 2018, Sayı: 47, 57 - 84, 15.07.2018
https://doi.org/10.21764/maeuefd.397273

Öz

The
aim of this study is to investigate the psychological counseling and guidance
needs of middle and high school students and to find out whether these needs
differ in terms of variables such as gender, school level, grade level, grade
point average, educational level of students’ mothers and fathers, and monthly
average income of the families. The research is a descriptive study conducted
on the survey model. The participants of the research consist of 1858 students
(955 females and 903 males) studying at the public schools (1237 at middle
schools and 621 at high schools) in a Central Anatolian province during spring
semester of 2016. When data set was examined in terms of gender, it was found
out that female students' educational guidance needs were significantly higher
than male students and there was no significant difference in their vocational
and personal guidance needs. In terms of school level, it was found out that
the educational and vocational guidance needs of the high school students were
significantly higher than those of the middle school students, but the personal
guidance needs did not show any significant difference in terms of school
level. The findings were discussed under the light of the related literature
considering the other variables and suggestions for school psychological
counselors were given.

Kaynakça

  • Adelman, C. (1999). Answers in the Toolbox: Academic intensity, attendance patterns, and bacherlors degree attainment. U.S. Department of Education. Washington, D.C.: Office of Educational Research and Improvement.
  • Barki, B.G., & Mukhopadhyay, B. (2008). Guidance and counselling: A manual. New Delhi: Sterling Publishers Pvt. Ltd.
  • Benson, F. and Martin, S. (2003). Organizing successful parent involvement in urban schools. Child Study Journal, 33(3), 187-193.
  • Brown, D., & Trusty, J. (2005). School counselors, comprehensive school counseling programs, and academic achievement: Are school counselors promising more than they can deliver? Professional School Counseling, 9, 1-8.
  • Bulut, İ. (2008). Yeni ilköğretim programlarında öngörülen öğrenci merkezli uygulamalara ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 14(4), 521-546.
  • Byrne, B. M. (2001). Structural equation modeling with AMOS. Mahwah, NJ: Lawrence Erlbaum.
  • Campbell, C.A., & Dahir, C.A. (1997). Sharing the vision: The national standards for school counseling programs. Alexandria, VA.: American School Counselor Association.
  • Carlson, N.N., Holcomb-McCoy, C., & Miller, T.R. (2017). School counselors’ knowledge and involvement concerning gifted and talented students. Journal of Counselor Leadership and Advocacy, 4/2, 89-101.
  • Ch, A.H. (2006). Effect of guidance services on study attitudes, study habits and academic achievement of secondary school students. Bulletin of Education & Research, 28(1), 35-45.
  • Collins, S. (1993). Adolescent needs: A comparison of student and adult perspectives. Unpublished master's thesis: University of Calgary, Calgary, AB.
  • Çağdaş, A., Özel, E. ve Konca, A.S. (2016). İlkokul başlangıcındaki velilerin aile katılım düzeylerinin incelenmesi. Eğitimde Kuram ve Uygulama, 12(4), 891-908.
  • Çelikkaleli, Ö., Gökçakan, N. ve Çapri, B. (2005). Lise öğrencilerinin bazı psikolojik ihtiyaçlarının cinsiyet, okul türü, anne ve baba eğitim düzeyine göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 245-268.
  • Decal-Mendoza, E. (2003). Guidance and counseling today. Manila, Philippines: Rex Book Store.
  • DeGraw, C. (1994). A community-based school health system: Parameters for developing a comprehensive health promotion program for students. Journal of School Health, 64, 192-195.
  • Delgado-Gaitan, C. (1990). Literacy for empowerment. New York: Falmer.
  • Dikmen, A.A. (1995). İş doyumu ve yaşam doyumu ilişkisi. Ankara Üniversitesi SBF Dergisi, 50(3), 115-140.
  • Eccles, J. S., & Harold, R.D. (1996). Family involvement in children's and adolescents' schooling. A. Booth and J.F Dunn (Eds.), Family-school links: How do they affect educational outcomes? içinde (pp.3–34). Mahwah, NJ: Erlbaum.
  • Eisenberg, N., Martin, C.L.,& Fabes, R.A. (1996). Gender development and gender effects. D.C. Berliner and R.C. Calfee (Eds.), In: Handbook of educational psychology (pp. 358- 396). New York: Macmillan.
  • Elijah, K. (2011). Meeting the guidance and counseling needs of gifted students in school settings. Journal of School Counseling, 9(14), 1-19.
  • Epstein, J.L., & Dauber, S.L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91, 289–305.
  • Erkan, S. (1997). İlköğretim öğrencilerinin rehberlik ihtiyaçlarının belirlenmesi üzerine bir araştırma. Kuram ve Uygulamada Eğitim Yönetimi, 3, 333-406.
  • Erkan, S. (2001). Okul psikolojik danışma ve rehberlik programlarının hazırlanması. Ankara: Nobel Yayınevi.
  • Fagan, J., & Iglesias, A. (1999). Father involvement program effects on fathers, father figures, and their Head Start children: A quasi-experimental study. Early Childhood Research Quarterly,14, 243–269.
  • Field, A.P. (2009). Discovering statistics using SPSS: And sex and drugs and rock 'N' roll. (Third Edition). London: Sage Publications.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. 7th Edition. New York: McGraw-Hill Higher Education.
  • Harter, S., Waters, P., & Whitesell, N. (1997). Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted. Educational Psychologist, 32, 153-173.
  • Hiebert, B. (2003). Assessing student need: Implications for comprehensive school programming. The Alberta Counsellor, 28, 17-26.
  • Hill, N.E., & Taylor, L.C. (2004). Parental school involvement and children's aca- demic achievement-Pragmatics and issues. Current Directions in Psychological Science, 13, 161-164.
  • Hoover-Dempsey, K., & Sandler, H. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3– 42.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit ındices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55.Ilgar, Z. (2002). Rehberliğin başlıca türleri. G. Can (Ed.), Psikolojik danışma ve rehberlik (s. 28-46) içinde. Ankara: Pegem Yayıncılık.
  • Iverson, D.R., & Maguire, C. (1999). The relationship between job and life satisfaction: Evidence from a remote mining community. Department of Management Working Paper, 14, 1-25.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kesici, Ş. (2007). Şube rehber öğretmenlerinin görüşlerine göre 6., 7. ve 8. sınıf öğrencilerinin rehberlik ve danışma ihtiyaçları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17, 365-383.
  • Kırcı Çevik, N. ve Korkmaz, O. (2014). Türkiye’de yaşam doyumu ve iş doyumu arasındaki ilişkinin iki değişkenli sıralı probit model analizi. Niğde Üniversitesi İİBF Dergisi, 7/1, 126-145.
  • Kinra, A.K. (2008). Guidance and counselling. Pearson Education, India.
  • Klem, L. (2000). Structural equation modeling. L.G. Grimm and P.R. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 227–260) içinde. Washington, DC.
  • Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford Press.
  • Kochhar, S.K. (2006). Educational and vocational guidance in secondary schools. Sterling Publishers Pvt. Ltd.
  • Kuzgun, Y. (2000). Rehberlik ve psikolojik danışma. Ankara: ÖSYM Yayınları.
  • Kuzgun, Y. (2009). Meslek gelişimi ve danışmanlığı. Ankara: Nobel Yayınevi.
  • Lapan, R.T., Gysbers, N. C., & Petroski, G. (2001). Helping 7th graders be safe and academically successful: A statewide study of the impact of comprehensive guidance programs. Journal of Counseling and Development, 79, 320-330.
  • Lapan, R.T., Gysbers, N. C., & Sun, Y. (1997). The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evalua- tion study. Journal of Counseling and Development, 75, 292-302.
  • Lareau, A. (1996). Assessing parent involvement in schooling: A critical analysis. Booth, A., Dunn, J.F. (Eds.), Family-school links: How do they affect educational outcomes? (pp.57–64) içinde. Mahwah, NJ: Erlbaum.
  • Lavusa, N.I. (2010). Guidance related needs of adolescents’ in Kenya. Unpublished dissertation thesis: University of Calgary, Kenya.
  • Manichander, T. (2016). Guidance and counselling. Laxmi Book Publication.
  • Mapp, K.L. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. School Community Journal, 13(1), 35–64.
  • Mcdonald, R.P., & Ho, M.H.R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64–82.
  • Milli Eğitim Bakanlığı. (2017). Milli Eğitim istatistikleri: Örgün eğitim 2016/2017. Ankara: MEB Yayınları.
  • Miller, L.S. (1995). An American imperative: Accelerating minority educational advancement. New Haven, CT: Yale University Press.
  • Naz, S. (2015). Relationship of life satisfaction and job satisfaction among Pakistani army soldiers. Journal of Bussines Research Turk, 7(1), 7-25.
  • Niles, S.G., & Harris-Bowlsbey, J. (2005). Understanding and applying emerging theories of career development. S.G. Niles and J. Harris-Bowlsbey (Ed.), Career development ınterventions in the 21st century. (pp. 85-116) içinde. NJ: Prentice Hall.
  • Nord, C.W., & West, J. (2001). Fathers’ and mothers’ involvement in their children’s schools by family type and resident status. Education Statistics Quarterly, 3(2), 40–43.
  • Özgüven, İ.E. (2001). Çağdaş eğitimde psikolojik danışma ve rehberlik. Ankara: PDREM Yayınları.
  • Paisley, P.O., & Peace, S.D. (1995). Developmental principles: A framework for school counseling programs. Elementary School Guidance & Counseling, 30, 85–93.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158.
  • Pajares, F., & Miller, M.D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193- 203.
  • Peterson, J.S. (2006) Addressing counseling needs of gifted students. Professional School Counseling, 10(1), 43-51.
  • Plunkett, S.W., & Ba´maca-Go´mez, M.Y. (2003). The relationship between parenting, acculturation, and adolescent academics in Mexican-origin immigrant families in Los Angeles. Hispanic Journal of Behavioral Sciences, 25, 222-239.
  • Pişkin, M. (2006). Türkiye’de psikolojik danışma ve rehberlik hizmetlerinin dünü, bugünü ve yarını. Musin Hesapçıoğlu ve Alpaslan Durmuş (Ed.), Türkiye’de Eğitim bilimleri: Bir bilanço denemesi içinde Ankara: Nobel Yayın Dağıtım.
  • Ravi, V. (2016). Guidance and counselling. Laxmi Book Publication, Solapur.
  • Rosenthal, R., & Rosnow, R.L. (2008). Essentials of behavioral research: methods and data analysis (3. Baskı). NY.Macgraw-Hill Companies.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of educational research, 99(6), 323-338.
  • Sharf, R.S. (2014). Applying career development theory to counseling. (6. Ed). Belmont/CA: Brooks/Cole, Cengage Learning.
  • Siddiqui, M.H. (2008). Guidance and counseling. APH Publishing Corporation, New Delhi.
  • Sink, C.A., & Yillik Downer, A. (2001). school counselors' perceptions of comprehensive guidance and counseling programs: A national survey. Professional School Counseling, 4, 278-288.
  • Swanson, J.L., & Fouad, N.A. (2015). Career theory and practice: Learning through case studies. Sage Publication: London.
  • Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve lisrel uygulamaları. Ankara: Ekinoks Yayınevi.
  • Terzi, Ş. (2009). Okul psikolojik danışma ve rehberlik programlarının geliştirilmesi. A. Kaya (Ed.), Psikolojik danışma ve rehberlik (s. 355-367) içinde. Ankara: Anı Yayıncılık.
  • Trusty, J. (2004). Effects of students’ middle-school and high-school experiences on completion of the bachelor’s degree [Monograph]. Center for School Counseling Outcome Research, 1, 1-46.
  • Wigfield, A., Eccles, J.S., & Pintrich, P.R. (1996). Development between the ages of 11 and 25. D. C. Berliner and R. C. Calfee. (Ed.), Handbook of educational psychology. (pp. 148- 185) içinde. New York: Macmillan.
  • Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental psychology, 27(4), 552-565.
  • Yeşilyaprak, B. (2009). Türkiye’de psikolojik danışma ve rehberlik alanının geleceği: Yeni açılımlar ve öngörüler. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 42(1), 193-213.
  • Yeşilyaprak, B. (2010). Eğitimde rehberlik hizmetleri: Gelişimsel yaklaşım. Ankara: Nobel Yayınevi.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Evrim Çetinkaya Yıldız

Sümeyye Derin

Murat Boran

Yayımlanma Tarihi 15 Temmuz 2018
Gönderilme Tarihi 21 Şubat 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 47

Kaynak Göster

APA Çetinkaya Yıldız, E., Derin, S., & Boran, M. (2018). ORTAOKUL VE LİSE ÖĞRENCİLERİNİN PSİKOLOJİK DANIŞMA VE REHBERLİK İHTİYAÇLARI. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(47), 57-84. https://doi.org/10.21764/maeuefd.397273