Araştırma Makalesi
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Yıl 2020, Cilt: 49, 20 - 45, 01.05.2020
https://doi.org/10.9779/pauefd.532232

Öz



The purpose of this study is to explore the relationship between the misbehaviors of instructors and undergraduate students’ alienation. A rational model, quantitative research method, was used in the present study. The participant of this study was randomly chosen from 347 undergraduate students enrolling in different faculty of Siirt University during the summer semester of the 2017-2018 academic year. The collected data for the investigation were gathered thought two different questionnaires included a demographic section. The findings of the study were analyzed with SPSS-22 Packet Program. Findings of the study revealed that the instructor performs misbehaviors moderately, meanwhile perception of undergraduate students to alienation was measured as moderate. Furthermore, results showed that instructor misbehaviors have a positive and significant correlation with student alienation. Finally, the most significant contribution of this study is that instructor misbehaviors play a mediating role in student alienation.




Kaynakça

  • Kaynakça: Anderman, L., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support motivation and learning in their classroom? College Teaching Record, 113, 969–1003.
  • Ada, S., Baysal, Z. N. & Korucu, S. (2005). Sınıf öğretmenlerinin sınıf içi olumsuz davranışlara gösterdikleri tepkilerin karakter e¤itimi ve 2005 ilköğretim program açısından değerlendirilmesi. Değerler Eğitimi Dergisi, 3 (10), 7-18.
  • Alkış, N. (2015). The influence of personality traits, motivation and persuasion principles on academic performance (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara.
  • Amrai, K., Motlagh, S. E., Zalani, H. A., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia-Social and Behavioral Sciences, 15, 399-402.
  • Atnafu, M. (2012). Motivation, Social Support, Alienation from the School and their Impact on Students’ Achievement in Mathematics: The Case of Tenth Grade Students. Ethiop. J. Edu. & Sc. 8 (1), 54.
  • Ayık. A., Uzun. T., Ataş. U.ve Yücel. E. (2015). Öğrencilerin Genel Sinizm Tutumları Ve Okula Yabancılaşma Algıları Arasındaki İlişkilerin İncelenmesi. International Journal of Social Science. 39.491-508
  • Banai, M., & Reisel, W. (2003). A test of control— alienation theory among Cuban workers. Management Research, 1, 243–252.
  • Broeckelman-Post, M. A., Tacconelli, A., Guzmán, J., Rios, M., Calero, B., & Latif, F. (2016). Teacher misbehavior and its effects on student interest and engagement. Communication Education, 65(2), 204-212.
  • Bozanoğlu, B. (2014). Üniversite öğrencilerinin öğretim elemanları tarafından sergilenen istenmeyen davranışlara ilişkin görüşleri (Yayımlanmamış yüksek lisans tezi). İnönü Üniversitesi, Malatya.
  • Brown, M. R., Higgins, K., & Paulsen, K. (2003). Adolescent alienation: What is it and what can educators do about it? Intervention in School & Clinic, 39, 3-7.
  • Brown, M. R., K. Higgins, T. Pierce, E. Hong, and C. Thoma. (2003) Secondary Students’ Perceptions of School Life with Regard to Alienation. Learning Disability Quarterly 26 -4 227–238.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum. Pegem A Yayıncılık.
  • Cadieux, C. P. (2002). Variables associated with a sense of classroom community and academic persistence in an urban community college online setting. Doctoral dissertation submitted to Old Dominion University, Virginia, ERIC Document Reproduction Service No. Ed474545.
  • Charlton. T. & David. K (2013). Managing Misbehaviours in schools. Second edition. Routledge. London and New York.
  • Chiaburu. D. S., Thundiyil, T. ve Wang. J. (2014). Alienation and its correlates: A meta-analysis. European Management Journal 32 (2014) 24–36.
  • Claus, C. J., Booth-Butterfield, M., & Chory, R. M. (2012). The relationship between instructor misbehaviors and student antisocial behavioral alteration techniques: The roles of instructor attractiveness, humor, and relational closeness. Communication Education, 61(2), 161-183.
  • Çağlar, Ç. (2012). Öğrenci Yabancılaşma Ölçeği’nin (ÖYÖ) Geliştirilmesi. Eğitim ve Bilim, 37(166).
  • Dean, D., (1961) 'Alienation, its meaning and measurement, American Sociological Review 26, 753-8.
  • Demirtaş. H. (2016). The Relationship between University Students’ Perceptions of Faculty Members’ Undesirable Behaviors, Their Trust for Faculty Members and Class Participation. International Online Journal of Educational Sciences, 2016, 8 (4), 74-87.
  • Dillon, S. V., & Grout, J. A. (1976). Schools and alienation. The Elementary School Journal, 76(8), 481-489.
  • Erimez. C. ve Giriz. S. (2013). Eğitim Fakültesi Öğrencilerinin Öğretmenlik Mesleğine Yönelik Tutumlarında Fakültelerine Yabancılaşmalarının Rolü Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt 9, Sayı 3, Aralık 2013, ss.13-26.
  • Erkılıç, E. (2012). Örgütsel Stresin Örgütsel Yabancılaşma Üzerine Etkisi: Beş Yıldızlı Otel İşletmelerinde Bir Araştıma Master's thesis, Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Fernandez-Balboa,(1991). Beliefs, interactive thoughts, and actions of ptysical educaiton student teachers regaring pupil misbeavlours. Journal of Teaching in Pyysical education, 1159-78.
  • Finn, J. D. School engagement and students at risk. Washington, DC: National Center for Education Statistics; 1993. NCES-93-470.
  • Frisby, B. N., Berger, E., Burchett, M., Herovic, E., Michael, G., Frisby, B.N., & Strawser, M.G. (2014). Participation apprehensive students: The influence of face support and instructor – student rapport on classroom participation. Communication Education, 63(2), 105-123.
  • Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46, 245261.
  • Goodboy. A., K. & Bolkan. S. (2009) College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes, Western Journal of Communication, 73:2, 204-219.
  • Goodboy, A. K., Myers, S. A., & Bolkan, S. (2010). Student motives for communicating with instructors as a function of perceived instructor misbehaviors. Communication Research Reports, 27(1), 11-19.
  • Goodwin, B. (2000). Raising the Achievement of Low Performing Students. Policy Brief. Document.
  • Gorham, J., & Christophel, D. M. (1992). Students’ perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40, 239–252.
  • Hascher. T. & Hagenauer, G. (2010). Alienation from school. International Journal of Educational Research. 49. 220–232.
  • Hascher, T. & Hadjar, A. (2018) School alienation–Theoretical approaches and educational research, Educational Research, 60.2, 171-188, DOI: 10.1080/00131881.2018.1443021.
  • Hernandez-Martinez, P. (2016). “Lost in transition”: Alienation and drop out during the transition to mathematically-demanding subjects at university. International Journal of Educational Research, 79, 231-239.
  • Hoy, W. K. (1972). Dimensions of student alienation and characteristics of public high schools. Interchange, 3(4), 38-52.
  • Kartal, N. (2017). Sağlık Çalışanlarında İşe Cezbolma, İşe Yabancılaşma ve Performans Arasındaki İlişkinin Değerlendirilmesi, Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara,
  • Kelsey, D. M., Kearney, P., Plax, T. G., Allen, T. H., & Ritter, K. J. (2004). College students' attributions of teacher misbehaviors. Communication Education, 53(1).
  • Kocayörük, E. & Şımşek, Ö. F.(2016). Parental attachment and adolescents' perception of school alienation: the mediation role of self-esteem and adjustment. The Journal of psychology, 2016, 150.4: 405-421.
  • Kearney, P., Plax, T. G., Hays, L. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don’t like about what teachers say or do. Communication Education, 53, 40-55.
  • Kirk, D. J., & Jones, T. L. (2004). Effective schools. Tersedia: www. pearsonasses. com [22 Juli 2013].
  • Kumari, S. & Kumar, P. (2017). Educational Quest: An Int. J. of Education and Applied Social Science: Vol. 8, Special Issue, pp. 375-380, June 2017 DOI: 10.5958/2230-7311.2017.00079.4.
  • Lewis, R., & Riley, P. (2009). Teacher misbehaviour. In L. J. Saha, & A. G. Dworkin (Eds.), The international handbook of research on teachers and teaching (pp. 417-431). Norwell, MA, USA: Springer.
  • Mann, S. J. (2001). Alternative perspective on the student experience: Alienation and engagement. Studies in Higher Education, 26, 7-13.
  • Mau, R. Y. (1992). The validity and devolution of a concept: Student alienation. Adolescence, 27(107), 731.
  • Morinaj, J. & Hascher, T. (2017) School alienation and student well-being: a cross-lagged longitudinal analysis Theoretical approaches and educational research, 60.2, 171-188, DOI: 10.1080/00131881.2018.1443021.
  • Erdost, B (2018). Yabancılaşma. Derleyen: Barışta Erdost. Ankara: Sol Yayınları. 21. 02. tarihinde http://www.solyayinlari.com/solyaz/yab.html 21.02.2019 adresinden edinilmiştir.
  • McPhee, I.& McEntee. A. (2014). Academic alienation: how academic capitalism impacts on student experience of assessment in higher education in Scotland. The Journal of Higher Education.Myers, S. A., & Rocca, K. A. (2001). Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation. Western Journal of Communication (Includes Communication Reports), 65(2), 113-137.
  • Myers, S. A. (2002). Perceived aggressive instructor communication and student state motivation, learning, and satisfaction. Communication Reports, 15, 113121.
  • Newmann, F.M. (1981) Reducing Student Alienation in High Schools: Implications of Theory. Harvard Educational Review, 51, 546-564. doi.org/10.17763/haer.51.4. xj67887u87l5t66t.
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Öğretim Elemanlarının İstenmeyen Davranışları İle Öğrenci Yabancılaşması Arasındaki İlişki

Yıl 2020, Cilt: 49, 20 - 45, 01.05.2020
https://doi.org/10.9779/pauefd.532232

Öz



Bu çalışmanın amacı öğretim elemanları tarafından sergilenen
istenmeyen davranışlar ile üniversite öğrencilerinin yabancılaşma düzeyleri
arasındaki ilişkiyi incelemektir. Çalışma nicel araştırma yöntemlerinden
ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemini 2017-2018
akademik yılında Siirt Üniversitesinin faklı fakültlerinde öğrenim gören 347
öğrenciden oluşmaktadır. Araştırma kapsamında kullanılan verilerin toplanmasında
Demografik Bilgi Formu, Öğretim Elemanları istenmeyen Davranışlar Ölçeği ve
Öğrenci Yabancılaşma Ölçeği kullanılmıştır.
Elde edilen veriler analizinde SPSS-22 Packet Programı kullanılmıştır. Araştırma sonucunda öğretim
elemanlarının orta düzeyde istenmeyen davranışlar sergiledikler ve üniversite
öğrencilerinin orta düzeyde yabancılaşma yaşadıkları görülmüştür. Araştırmada
elde edilen bir diğer bulguya göre öğretim elemanlarının istenmeyen
davranışları ile üniversite öğrencilerinin yabancılaşma düzeyleri arasında
pozitif yönde anlamlı bir ilişkiye rastlanmıştır Araştırmanın en önemli sonucu
ise öğretim elemanı kaynaklı istenmeyen davranışların yabancılaşmaya aracılık
ettiği olgusudur.
Bulgular literatür çerçevesinde
tartışılrmış ve ileriye dönük bazı önerilerde bulunulmuştur.



Kaynakça

  • Kaynakça: Anderman, L., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support motivation and learning in their classroom? College Teaching Record, 113, 969–1003.
  • Ada, S., Baysal, Z. N. & Korucu, S. (2005). Sınıf öğretmenlerinin sınıf içi olumsuz davranışlara gösterdikleri tepkilerin karakter e¤itimi ve 2005 ilköğretim program açısından değerlendirilmesi. Değerler Eğitimi Dergisi, 3 (10), 7-18.
  • Alkış, N. (2015). The influence of personality traits, motivation and persuasion principles on academic performance (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara.
  • Amrai, K., Motlagh, S. E., Zalani, H. A., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia-Social and Behavioral Sciences, 15, 399-402.
  • Atnafu, M. (2012). Motivation, Social Support, Alienation from the School and their Impact on Students’ Achievement in Mathematics: The Case of Tenth Grade Students. Ethiop. J. Edu. & Sc. 8 (1), 54.
  • Ayık. A., Uzun. T., Ataş. U.ve Yücel. E. (2015). Öğrencilerin Genel Sinizm Tutumları Ve Okula Yabancılaşma Algıları Arasındaki İlişkilerin İncelenmesi. International Journal of Social Science. 39.491-508
  • Banai, M., & Reisel, W. (2003). A test of control— alienation theory among Cuban workers. Management Research, 1, 243–252.
  • Broeckelman-Post, M. A., Tacconelli, A., Guzmán, J., Rios, M., Calero, B., & Latif, F. (2016). Teacher misbehavior and its effects on student interest and engagement. Communication Education, 65(2), 204-212.
  • Bozanoğlu, B. (2014). Üniversite öğrencilerinin öğretim elemanları tarafından sergilenen istenmeyen davranışlara ilişkin görüşleri (Yayımlanmamış yüksek lisans tezi). İnönü Üniversitesi, Malatya.
  • Brown, M. R., Higgins, K., & Paulsen, K. (2003). Adolescent alienation: What is it and what can educators do about it? Intervention in School & Clinic, 39, 3-7.
  • Brown, M. R., K. Higgins, T. Pierce, E. Hong, and C. Thoma. (2003) Secondary Students’ Perceptions of School Life with Regard to Alienation. Learning Disability Quarterly 26 -4 227–238.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum. Pegem A Yayıncılık.
  • Cadieux, C. P. (2002). Variables associated with a sense of classroom community and academic persistence in an urban community college online setting. Doctoral dissertation submitted to Old Dominion University, Virginia, ERIC Document Reproduction Service No. Ed474545.
  • Charlton. T. & David. K (2013). Managing Misbehaviours in schools. Second edition. Routledge. London and New York.
  • Chiaburu. D. S., Thundiyil, T. ve Wang. J. (2014). Alienation and its correlates: A meta-analysis. European Management Journal 32 (2014) 24–36.
  • Claus, C. J., Booth-Butterfield, M., & Chory, R. M. (2012). The relationship between instructor misbehaviors and student antisocial behavioral alteration techniques: The roles of instructor attractiveness, humor, and relational closeness. Communication Education, 61(2), 161-183.
  • Çağlar, Ç. (2012). Öğrenci Yabancılaşma Ölçeği’nin (ÖYÖ) Geliştirilmesi. Eğitim ve Bilim, 37(166).
  • Dean, D., (1961) 'Alienation, its meaning and measurement, American Sociological Review 26, 753-8.
  • Demirtaş. H. (2016). The Relationship between University Students’ Perceptions of Faculty Members’ Undesirable Behaviors, Their Trust for Faculty Members and Class Participation. International Online Journal of Educational Sciences, 2016, 8 (4), 74-87.
  • Dillon, S. V., & Grout, J. A. (1976). Schools and alienation. The Elementary School Journal, 76(8), 481-489.
  • Erimez. C. ve Giriz. S. (2013). Eğitim Fakültesi Öğrencilerinin Öğretmenlik Mesleğine Yönelik Tutumlarında Fakültelerine Yabancılaşmalarının Rolü Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt 9, Sayı 3, Aralık 2013, ss.13-26.
  • Erkılıç, E. (2012). Örgütsel Stresin Örgütsel Yabancılaşma Üzerine Etkisi: Beş Yıldızlı Otel İşletmelerinde Bir Araştıma Master's thesis, Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Fernandez-Balboa,(1991). Beliefs, interactive thoughts, and actions of ptysical educaiton student teachers regaring pupil misbeavlours. Journal of Teaching in Pyysical education, 1159-78.
  • Finn, J. D. School engagement and students at risk. Washington, DC: National Center for Education Statistics; 1993. NCES-93-470.
  • Frisby, B. N., Berger, E., Burchett, M., Herovic, E., Michael, G., Frisby, B.N., & Strawser, M.G. (2014). Participation apprehensive students: The influence of face support and instructor – student rapport on classroom participation. Communication Education, 63(2), 105-123.
  • Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46, 245261.
  • Goodboy. A., K. & Bolkan. S. (2009) College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes, Western Journal of Communication, 73:2, 204-219.
  • Goodboy, A. K., Myers, S. A., & Bolkan, S. (2010). Student motives for communicating with instructors as a function of perceived instructor misbehaviors. Communication Research Reports, 27(1), 11-19.
  • Goodwin, B. (2000). Raising the Achievement of Low Performing Students. Policy Brief. Document.
  • Gorham, J., & Christophel, D. M. (1992). Students’ perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40, 239–252.
  • Hascher. T. & Hagenauer, G. (2010). Alienation from school. International Journal of Educational Research. 49. 220–232.
  • Hascher, T. & Hadjar, A. (2018) School alienation–Theoretical approaches and educational research, Educational Research, 60.2, 171-188, DOI: 10.1080/00131881.2018.1443021.
  • Hernandez-Martinez, P. (2016). “Lost in transition”: Alienation and drop out during the transition to mathematically-demanding subjects at university. International Journal of Educational Research, 79, 231-239.
  • Hoy, W. K. (1972). Dimensions of student alienation and characteristics of public high schools. Interchange, 3(4), 38-52.
  • Kartal, N. (2017). Sağlık Çalışanlarında İşe Cezbolma, İşe Yabancılaşma ve Performans Arasındaki İlişkinin Değerlendirilmesi, Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara,
  • Kelsey, D. M., Kearney, P., Plax, T. G., Allen, T. H., & Ritter, K. J. (2004). College students' attributions of teacher misbehaviors. Communication Education, 53(1).
  • Kocayörük, E. & Şımşek, Ö. F.(2016). Parental attachment and adolescents' perception of school alienation: the mediation role of self-esteem and adjustment. The Journal of psychology, 2016, 150.4: 405-421.
  • Kearney, P., Plax, T. G., Hays, L. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don’t like about what teachers say or do. Communication Education, 53, 40-55.
  • Kirk, D. J., & Jones, T. L. (2004). Effective schools. Tersedia: www. pearsonasses. com [22 Juli 2013].
  • Kumari, S. & Kumar, P. (2017). Educational Quest: An Int. J. of Education and Applied Social Science: Vol. 8, Special Issue, pp. 375-380, June 2017 DOI: 10.5958/2230-7311.2017.00079.4.
  • Lewis, R., & Riley, P. (2009). Teacher misbehaviour. In L. J. Saha, & A. G. Dworkin (Eds.), The international handbook of research on teachers and teaching (pp. 417-431). Norwell, MA, USA: Springer.
  • Mann, S. J. (2001). Alternative perspective on the student experience: Alienation and engagement. Studies in Higher Education, 26, 7-13.
  • Mau, R. Y. (1992). The validity and devolution of a concept: Student alienation. Adolescence, 27(107), 731.
  • Morinaj, J. & Hascher, T. (2017) School alienation and student well-being: a cross-lagged longitudinal analysis Theoretical approaches and educational research, 60.2, 171-188, DOI: 10.1080/00131881.2018.1443021.
  • Erdost, B (2018). Yabancılaşma. Derleyen: Barışta Erdost. Ankara: Sol Yayınları. 21. 02. tarihinde http://www.solyayinlari.com/solyaz/yab.html 21.02.2019 adresinden edinilmiştir.
  • McPhee, I.& McEntee. A. (2014). Academic alienation: how academic capitalism impacts on student experience of assessment in higher education in Scotland. The Journal of Higher Education.Myers, S. A., & Rocca, K. A. (2001). Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation. Western Journal of Communication (Includes Communication Reports), 65(2), 113-137.
  • Myers, S. A. (2002). Perceived aggressive instructor communication and student state motivation, learning, and satisfaction. Communication Reports, 15, 113121.
  • Newmann, F.M. (1981) Reducing Student Alienation in High Schools: Implications of Theory. Harvard Educational Review, 51, 546-564. doi.org/10.17763/haer.51.4. xj67887u87l5t66t.
  • Orpen, C. (1978). Discrimination, alienation, and job satisfaction among Coloured and White employees in South Africa. International Journal of Psychology, 13(1), 59-67.
  • Özatalay. C. (.....) Barlas Tolan'dan hareketle Anomi ve Yabancılşam Üzerine Bir Sorgulama. www. academia.edu. adresinden 27.02.2108 tarhinde edinilmiştir.
  • Özer, N. ve Bozanoğlu, B. (2016). Öğretim elemanları tarafından sergilenen istenmeyen davranışların üniversite öğrencilerinin algılarına göre değerlendirilmesi. Kuram ve Uygulamada Eğitim Yönetimi, 22(2), 245-266.
  • Özdemir,A. & Rahimi, A. (2013). Classroom Environment and EFL Students' Feelings of Alienation: Reflections on Bahcesehir University Setting, Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4, No.6, 2013.
  • Özler, N. D. E., & Dirican, M. Ö. (2014). Örgütlerde yabancılaşma ile tükenmişlik sendromu arasındaki ilişkiyi belirlemeye yönelik bir araştırma. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 39, 291-310.
  • Polat, M., Dilekmen. M, ve Yasul. F. A. (2015). Öğretmen Adaylarında Okula Yabancılaşma Ve Akademik Öz-Yeterlik: Bir Chaıd Analizi İncelemesi. Uluslararsı Eğitim Bilimleri Kongresi. 2(4). 214-232.
  • Ratcliff, N. J., Jones, C. R., Costner, R. H., Savage-David, E., & Hunt, G. H. (2011). The elephant in th classroom: The Impact of Misbehavior on Classroom Climate. Education
  • Schulz, L.L. 2006. The experience of alienation for males ages 16–19 from high school in the Pacific Northwest: a phenomenological inquiry (Doctoral dissertation). . http:// ir.library.oregonstate. Edu/jspui/handle/1957/3868.
  • Sidelinger,R.,J, Bolen,D., M., Brandi, Frisby, B.; N. & McMullen, A., L. (2011) When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom, Communication Education, 60:3, 340-361, DOI: 10.1080/03634523.2011.554991
  • Sorcinelli, M.D. (1994). Dealing with troublesome behaviors in the classroom. In K.W. Prichard &
  • R.M. Sawyer (Eds). Handbook of college teaching: Theory and applications (pp. 365-373). Westport, CT: Greenwood Press. Reprinted with permission of Greenwood Publishing Group, Inc. Westport, CT.
  • Şimşek. H. ve Akdemir. Ö.A. (2015). Üniversite Öğrencilerinde Okula Yabancılaşma Curr Res Educ (2015), 1(1) ∙ 1-12.
  • Taylor, J. S. (2001). Through a Critical Lens: Native American Alienation from Higher Education. https://eric. ed.gov/ED452753.
  • Tezcan, M. (1998). Toplumsal değişme ve eğitim. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
  • Tolan, B. (1981). Çağdaş toplumun bunalımı, anomi ve yabancılaşma. Ankara, İktisaid ve Ticari İlimler Akademisi Yayınları.
  • Tummers, G. L., & Den Dulk, L. (2013). The effects of work alienation on organisational commitment, work effort and work‐to‐family enrichment. Journal of nursing management, 21(6), 850-859.
  • Vallade, J. I., & Myers, S. A. (2014). Student forgiveness in the college classroom: Perceived instructor misbehaviors as relational transgressions. Communication Quarterly, 62(3), 342-356.
  • Vallade, J. I., & Malachowski, C. M. (2015). Instructor misbehavior and forgiveness: An examination of student communicative outcomes in the aftermath of instructor misbehavior. Communication Education, 64(3), 301-324.
  • Wragg, E. C., & Dooley, P. A. (1996). Class management during teaching practice, Classroom teaching skills, (Ed. by E. C. Wragg), London: Routledge, 21-46.
  • Yıldız, K., Akgün, N., & Yıldız, S. (2013). İşe yabancılaşma ile örgütsel sinizm arasındaki ilişki. The Journal of Academic Social Science Studies, 6(6), 1253-1284.
  • Yıldız, S., & Şaylıkay, M. (2014). The effect of organisational cynicism on alienation. Procedia-Social and Behavioral Sciences, 109, 622-627.
  • Yılmaz, S., & Sarpkaya, P. (2009). Eğitim örgütlerinde yabancılaşma ve yönetimi, Uluslararası İnsan Bilimleri Dergisi, 6 (2), 314-333.
  • Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56(2), 209-227.
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Abdulvehap Boz 0000-0001-9843-0372

Yayımlanma Tarihi 1 Mayıs 2020
Gönderilme Tarihi 25 Şubat 2019
Kabul Tarihi 12 Eylül 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 49

Kaynak Göster

APA Boz, A. (2020). Öğretim Elemanlarının İstenmeyen Davranışları İle Öğrenci Yabancılaşması Arasındaki İlişki. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 20-45. https://doi.org/10.9779/pauefd.532232