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Pandemi Döneminde Üniversite Öğrencilerinin İyilik Halleri

Yıl 2023, Cilt: 52 Sayı: 240, 2441 - 2472, 01.11.2023
https://doi.org/10.37669/milliegitim.1178457

Öz

Bu araştırmada COVİD-19 pandemisi döneminde üniversite öğrencilerinin iyilik halinin (fiziksel, sosyal, duygusal, bilişsel ve yaşamı anlamlandırma/hedef odaklı olma boyutlarında) ne durumda olduğu sorusuna yanıt aranmıştır. Veriler 371 (272 K ve 94 E) üniversite öğrencisinden beş boyutlu olan İyilik Hali Yıldızı Ölçeği ile bir kişisel bilgi formu aracılığı ile toplanmıştır. Bulgular, kadın öğrencilerin sosyal iyilik hallerinin erkek öğrencilere göre, sözel ve sosyal alanlarda eğitim görenlerin bilişsel iyilik hallerinin sayısal ve teknoloji alanında öğrenci olanlara göre daha yüksek olduğunu ve yaş grupları arasında iyilik hali konusunda fark bulunmadığını göstermiştir. Kişilerarası iletişimlerinin pandemi öncesine göre daha kötü, aynı ya da daha iyi olduğunu ifade eden öğrenciler arasında toplamda ve iyilik halinin bilişsel boyutu hariç diğer dört boyutunda anlamlı farklar bulunmuştur. Katılımcılar pandemiden önceki döneme göre bütün iyilik hali boyutlarında daha fazla olumsuz değişiklikler yaşamışlarsa da en üst düzeydeki olumsuzluğun fiziksel boyutta olduğunu belirtmişlerdir. Yaşamı anlamlandırma/hedef odaklı olma boyutu hariç, diğer dört iyilik hali boyutlarındaki değişiklikler arasında anlamlı farklar bulunmuştur. Sosyal iyilik hali boyutu diğer boyutlara göre daha az değişen boyut olarak belirlenmiştir. Bulgulara dayanarak, üniversitelerin psikolojik danışma merkezlerinde öğrencilerin iyilik hallerini artırmaya katkıda bulunabilecek müdahaleler ile gelecekte akademik olarak yapılabilecek çalışmalara yönelik öneriler sunulmuştur.

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  • Olawale, B., Mutongoza, B., Adu, E., and Omodan, B. (2021). COVID-19 induced psychosocial challenges in South African higher education: Experiences of staff and students at two rural universities. Research in Social Sciences and Technology, 6(3), 179-193. https://doi.org/10.46303/ressat.2021.37
  • Opoku I.O. (2022). Covid-19 pandemic and school sporting activities in Ghana: The perceived impacts on students’ well-being. International Journal of Physical Education, Sports and Health, 9(1), 73-80.
  • Pidgeon, A., and Keye, M. (2014). Relationship between resilience, mindfulness, and pyschological well-being in University students. International Journal of Liberal Arts and Social Science, 2(5), 27-32.
  • Qiu, J., Shen, B., Zhao, M., Wang, Z., Xie, B., and Xu, Y. A (2020). Nationwide survey of psychological distress among Chinese people in the COVID-19 epidemic: Implications and policy recommendations. General Psychiatry, 33, 1-3. https://doi.org/10.1136/gpsych-2020-100213
  • Rachele, J.N., Washington, T.L., Cockshaw, W.D., and Brymer, E. (2013). Towards an operational understanding of wellness. Journal of Spirituality, Leadership and Management, 7, 3-12.
  • Rayle, A. D., and Myers, J. E. (2004). Counseling adolescence towards wellness: The roles of ethnic identity, acculturation, and mattering. Professional School Counseling, 8(1), 81-90.
  • Roothman, B., Kirsten, D. K., and Wissing, M. P. (2003). Gender differences in aspects of psychological well-being. South African Journal of Psychology, 33(4), 212–218. https://doi.org/10.1177/008124630303300403
  • Roscoe, L. J. (2009). Wellness: A review of theory and measurement for counselor. Journal of Counseling and Development, 87, 216-226.
  • Rudolfsson, G., Berggren, I., and da Silva, A.B. (2014). Experiences of spirituality and spiritual values in the context of nursing –An integrative review. The Open Nursing Journal, 8, 64–70. http://doi.org/10.2174/1874434601408010064
  • Schuster, T.L., Dobson, M., Jauregu, M., and Blanks, H.I.R. (2004). Wellness lifestyles II: Modeling the dynamic of wellness, health lifestyle practices, and Network Spinal Analysis™. The Journal of Alternative and Complementary Medicine, 10(2), 349-356. http://doi.org/10.1089/107555304323062347
  • Shah, S.S., Memon, F.A., Qureshi, F., Soomro, A.B. Kemal, A.A., and Shah, A.A. (2022). Mental well-being during COVID-19 pandemic: the role of fear, social isolation and psychological resilience. Cogent Psychology, 9, 1-20. https://doi.org/10.1080/23311908.2021.2006993
  • Shekhawat, S., and Nirban, V.S. (2019). Developing communication competence in students through face-to-face conversation. The IUP Journal of Soft Skills, 13(1), 56-62. https://ssrn.com/abstract=3434341
  • Slavin, S.J., Schindler, D.L., and Chibnall, J.T. (2014). Medical student mental health 3.0: Improving student wellness through curricular changes. Academic Medicine, 89, 573–577.
  • Smith, R.A., Brown, M.G., Grady, K.A., Sowl, S., and Schulz, J.M. (2022). Patterns of undergraduate student interpersonal interaction network change during the COVID-19 pandemic. AERA Open, 8(1), 1-17. https://doi.org/10.1177/23328584211073160
  • Socha, T. J. and Pitts, Margaret, J. (Editors). (2012). The positive side of interpersonal communication. Communication and Theatre Arts Faculty Books. 9. https://digitalcommons.odu.edu/communication_books/9
  • Sood, R., Jenkins, S.M., Sood, A., and Matthew, M. (2019). Gender differences in self-perception of health at a wellness center. American Journal of Health Behavior, 43(6), 1129-1135. https://doi.org/10.5993/AJHB.43.6.10
  • Sood, S., and Sharma, A. (2020). Resilience and psychological well-being of higher education students during COVID-19: The mediating role of perceived distress. Journal of Health Management, 22(4), 606-617. https://doi.org/10.1177/0972063420983111
  • Suzuki-Laidlaw, T., Kaufman, D.M., MacLeod, H., Van Zanten, S., Simpson, D., and Wrixon, W. (2006). Relationship of resident characteristics, attitudes, prior training and clinical knowledge to communication skills performance. Medical Education, 40(1), 18-25.
  • Şahin, I., ve Fırat, N. Ş. (2009). Üniversite öğrencilerinin sorunları. Education Sciences, 4(4), 1435-1449. https://dergipark.org.tr/tr/pub/nwsaedu/issue/19826/212403
  • Türkiye İstatistik Kurumu, (2017). Hanehalkı bilişim teknolojileri kullanım araştırması 2016. Sayı: 21779. http://tuik.gov.tr/PreHaberBultenleri.do?id=21779
  • Türküm, A. S., Kızıltaş, A., ve Sarıyer, A. (2004). Anadolu Üniversitesi Psikolojik Danışma ve Rehberlik Merkezi'nin hedef kitlesinin psikolojik ihtiyaçlarına ilişkin ön çalışma. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(21), 15-27.
  • Vertino, K.A. (2014). Effective interpersonal communication: A practical guide to improve your life. Online Journal of Issues in Nursing, 19(3),1. PMID: 26824149.
  • Villani, L., Pastorino, R., Molinari, E.. Anelli, F., Ricciardi, W., Graffigna, G., and Boccia, S. (2021). Impact of the COVID-19 pandemic on psychological well-being of students in an Italian university: a web-based cross-sectional survey. Global Health, 17, 39. https://doi.org/10.1186/s12992-021-00680-w
  • Wald, A., Muennig, P.A., O'Connell, K.A., and Garber, C.E. (2014). Associations between healthy lifestyle behaviors and academic performance in U.S. undergraduates: A secondary analysis of the American College Health Association's National College Health Assessment II. American Journal of Health Promotion, 28(5), 298-305. https://doi.org/10.4278/ajhp.
  • Wang, P.Y., Lin, P.H., Lin, C.Y., Yang, S.Y., and Chen, K.L. (2020). Does interpersonal interaction really improve emotion, sleep quality, and self-efficacy among junior college students? International Journal Environmental Research and Public Health, 17(12), 1-15. https://doi.org/10.3390/ijerph17124542.
  • Wharf -Higgins, S. J., Lauzon, L. L., Yew, A. C., Bratseth, C. D., and McLeod, N. (2010). Wellness 101: Health education for the university student. Health Education, 110 (4), 309-327. https://doi.org/10.1108/09654281011052655
  • Whitfield, K.M., Dresser, J.D., Magoffin, R., and Wilby, K.J (2021). Maintaining and maximising motivation to progress scholarly work during challenges times – Reflections from the pandemic. Currents in Pharmacy Teaching and Learning, 13(3), 193-197. https://doi.org/10.1016/j.cptl.2020.10.017
  • Wind, T. R., Rijkeboer, M., Andersson, G., and Riper, H. (2020). The COVID-19 pandemic: The ‘black swan’ for mental health care and a turning point for e-health. Internet Interventions. 20, 1-16. https://doi.org/10.1016/j.invent.2020.100317
  • World Health Organization (2021). Constitution, https://www.who.int/about/governance/constitution
  • Yang C, Chen A., and Chen Y (2021). College students’ stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion. PLoS ONE, 16(2). https://doi.org/10.1371/journal.pone.0246676
  • Zimmermann, M., Bledsoe, C., and Papa, A. (2021). Initial impact of the COVID-19 pandemic on college student mental health: A longitudinal examination of risk and protective factors. Psychiatry Research, 305. https://doi.org/10.1016/j.psychres.2021.
Toplam 115 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Fidan Korkut Owen 0000-0003-0144-1521

Deniz Albayrak Kaymak 0000-0002-6048-0814

Yayımlanma Tarihi 1 Kasım 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 52 Sayı: 240

Kaynak Göster

APA Korkut Owen, F., & Albayrak Kaymak, D. (2023). Pandemi Döneminde Üniversite Öğrencilerinin İyilik Halleri. Milli Eğitim Dergisi, 52(240), 2441-2472. https://doi.org/10.37669/milliegitim.1178457