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Ergenlerde Bilişötesi Becerilerin Eğitsel Strese Etkisi: Yapısal Eşitlik Modellemesi

Yıl 2015, Cilt 5, Sayı 44, 61 - 71, 01.09.2015

Öz

Bu çalışmanın amacı lise öğrencilerinin bilişötesi becerilerinin eğitsel stres düzeyleri üzerindeki etkisini belirlemektir. Oluşturulan hipotez modelin yapısal eşitlik modellemesiyle sınanarak nedensel bir durum saptanmasının yapılması amaçlanmıştır. Araştırmanın çalışma grubunu 273 lise öğrencisi oluşturmaktadır. Yaşları 14 ile 18 arasında değişen öğrencilerin yaş ortalaması 16.24’tür (Ss: .85). Bilişötesi Farkındalık Envanteri ve Eğitsel Stres Ölçeği veri toplama aracı olarak kullanılmıştır. Elde edilen bulgulara göre, bilişötesi beceriler ile eğitsel stres arasında negatif yönde anlamlı ilişkiler bulunmaktadır. Geliştirilen hipotez model yapısal eşitlik modeli ile sınanmış ve modelin elde edilen verilerle iyi düzeyde uyum gösterdiği belirlenmiştir (RMSEA=.08, CFI=.95, GFI=.90, AGFI=.85). Bununla birlikte bilişötesi becerilerin ergenlerin eğitsel stres düzeyleri üzerinde etkili olduğu sonucuna ulaşılmıştır. Elde edilen bulgular ilgili literatür ışığında tartışılmış ve ileride yapılacak çalışmalara yönelik önerilerde bulunulmuştur.


Kaynakça

  • Agolla, J. E. (2009). Occupational stress among police officers: The case of Botswana Police Service. Research Journal of Business Management, 3(1), 25-35.
  • Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. Educational Research and Review, 4(2), 63-70.
  • Akgün, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology: An International Journal of Experimental Educational Psychology, 23(3), 287-294.
  • Akın, A., Abaci, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678.
  • Akın, A., Gediksiz, E., Arslan, S., & Akın, Ü. (2012, June). The validity and reliability of the Turkish version of Education Stress Scale for Adolescents (ESSA). Paper presented at the 3rd International Conference on New Horizons in Education, Prague, Czech Republic. Abstract retrieved from http://www.inte.net/publications/inte2012.pdf.
  • Al-Harthy, I. S., Was, C. A., & Isaacson, R. (2010). Goals, efficacy and metacognitive selfregulation: A path analysis. International Journal of Education, 2(1), 1-20.
  • Altunkol, F. (2011). The analysis of the relation between cognitive flexibility and perceived stress levels of college students (Unpublished master’s thesis). Çukurova University, Adana.
  • Anshel, M. H., & Wells, B. (2000). Personal and situational variables that describe coping with acute stress in competitive sport. The Journal of social psychology, 140(4), 434-450.
  • Atkinson R.L., Atkinson, R.C., Smith, E.E., Bem, D.J., & Nolen-Hoeksema, S. (2002). Introduction to Psychology (Yavuz Alagon, Trans.). Ankara: Arkadaş Yayınları. (Original work published 1996).
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(2), 245- 282.
  • Buys, N. J., & Winefield, A. H. (1982). Learned helplessness in high school students following experience of noncontingent rewards. Journal of Research in Personality, 16(1), 118-127.
  • Bjorck, J. P., Cuthbertson, W., Thurman, J. W., & Lee, Y. S. (2001). Ethnicity, coping, and distress among Korean Americans, Filipino Americans, and Caucasian Americans. The Journal of Social Psychology, 141(4), 421-442.
  • Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1-2), 97-112.
  • Cohen, L., Manion, L., & Morrison, K. (2000), Research methods in education (5th ed.). New York: Routledge Falmer.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In Lauren B. Resnick (Ed.), The Nature of Intelligence (pp. 231-235), Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Fletcher, T. D., Major, D. A., & Davis, D. D. (2008). The interactive relationship of competitive climate and trait competitiveness with workplace attitudes, stress, and performance. Journal of Organizational Behavior, 29(7), 899-922.
  • Folkman, S. & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150-170.
  • Folkman, S., Lazarus, R. S., Gruen, R. J., & DeLongis, A. (1986). Appraisal, coping, health status, and psychological symptoms. Journal of Personality and Social Psychology, 50(3), 571-579.
  • Folkman, S., & Lazarus, R. S. (1988). Coping as a mediator of emotion. Journal of Personality and Social Psychology, 54(3), 466-475.
  • Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24(2), 143-158.
  • Hung, C.-L. (2011). Coping strategies of primary school teachers in Taiwan experiencing stress because of teacher surplus. Social Behavior and Personality, 39(9), 1161-1174.
  • Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3&4), 255-278.
  • Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modeling with simplis command language. Lincolnwood: Scientific Software International.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
  • Knussen, C., & Sloper, P. (1992). stress in families of children with disability: A review of risk and resistance factors. Journal of Mental Health, 1(3), 241-256.
  • Koriat, A. (2004). Metacognition research: An interim report. In Timothy J. Perfect and Bennett L. Schwartz (Eds.), Applied Metacognition (pp. 261-286), Cambridge: Cambridge University Press.
  • Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing our looks. Annual Review of Psychology, 44(1), 1-21.
  • Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counselling Psychology, 31(3), 356-362.
  • McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry. (6th ed.). New York: Pearson.
  • Mikulincer, M., & Florian, V. (1995). Appraisal of and coping with a real-life stressful situation: The contribution of attachment styles. Personality and Social Psychology Bulletin, 21(4), 406-414.
  • Öngen, D. E. (2006). The relationships between selfcriticism, submissive behavior and depression among Turkish adolescents. Personality and Individual Differences, 41, 793-800.
  • Pakenham, K. I. (2001). Application of a stress and coping model to caregiving in multiple sclerosis. Psychology, Health & Medicine, 6(1), 13-27.
  • Perkins, A.M., & Corr, P.J. (2006). Cognitive ability as a buffer to neuroticism: Churchill’s secret weapon? Personality and Individual Differences, 40, 39-51.
  • Ross, M. E., Green, S. B., Salisbury-Glennon, J. D., & Tollefson, N. (2006). College students’ study strategies as a function of testing: An investigation into metacognitive self-regulation. Innovative Higher Education, 30(5), 361-375.
  • Şahin, N. H., Güler, M., & Basim, H. N. (2009). The relationship between cognitive intelligence, emotional intelligence, coping and stress symptoms in the context of type a personality pattern. Turkish Journal of Psychiatry, 20(3), 243-254.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113- 125.
  • Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition Learning, 4(1), 33-45.
  • Schraw, G., & Graham, T. (1997). Helping gifted students develop metacognitive awareness. Roeper Review, 20(1), 4-8.
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  • Schraw, G., & Sperling-Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-470.
  • Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1- 2), 111-139.
  • Sternberg, R. J. (2002). Metacognition, abilities, and developing expertise: What makes an expert student? In Hope J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (2nd ed., pp. 247- 260), Dordrecht: Kluwer Academic Publishers.
  • Suldo, S. M., Shaunessy, E., & Hardesty, R. (2008). Relationships among stress, coping, and mental health in high-achieving high school students. Psychology in the Schools, 45(4), 273-290.
  • Suldo, S. M., Shaffer, E. J., & Riley, K. N. (2008). A social-cognitive-behavioral model of academic predictors of adolescents’ life satisfaction. School Psychology Quarterly, 23(1), 56-69.
  • Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2011). Educational stress scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), 534-546.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Pearson.

Yıl 2015, Cilt 5, Sayı 44, 61 - 71, 01.09.2015

Öz

Kaynakça

  • Agolla, J. E. (2009). Occupational stress among police officers: The case of Botswana Police Service. Research Journal of Business Management, 3(1), 25-35.
  • Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. Educational Research and Review, 4(2), 63-70.
  • Akgün, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology: An International Journal of Experimental Educational Psychology, 23(3), 287-294.
  • Akın, A., Abaci, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678.
  • Akın, A., Gediksiz, E., Arslan, S., & Akın, Ü. (2012, June). The validity and reliability of the Turkish version of Education Stress Scale for Adolescents (ESSA). Paper presented at the 3rd International Conference on New Horizons in Education, Prague, Czech Republic. Abstract retrieved from http://www.inte.net/publications/inte2012.pdf.
  • Al-Harthy, I. S., Was, C. A., & Isaacson, R. (2010). Goals, efficacy and metacognitive selfregulation: A path analysis. International Journal of Education, 2(1), 1-20.
  • Altunkol, F. (2011). The analysis of the relation between cognitive flexibility and perceived stress levels of college students (Unpublished master’s thesis). Çukurova University, Adana.
  • Anshel, M. H., & Wells, B. (2000). Personal and situational variables that describe coping with acute stress in competitive sport. The Journal of social psychology, 140(4), 434-450.
  • Atkinson R.L., Atkinson, R.C., Smith, E.E., Bem, D.J., & Nolen-Hoeksema, S. (2002). Introduction to Psychology (Yavuz Alagon, Trans.). Ankara: Arkadaş Yayınları. (Original work published 1996).
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(2), 245- 282.
  • Buys, N. J., & Winefield, A. H. (1982). Learned helplessness in high school students following experience of noncontingent rewards. Journal of Research in Personality, 16(1), 118-127.
  • Bjorck, J. P., Cuthbertson, W., Thurman, J. W., & Lee, Y. S. (2001). Ethnicity, coping, and distress among Korean Americans, Filipino Americans, and Caucasian Americans. The Journal of Social Psychology, 141(4), 421-442.
  • Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1-2), 97-112.
  • Cohen, L., Manion, L., & Morrison, K. (2000), Research methods in education (5th ed.). New York: Routledge Falmer.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In Lauren B. Resnick (Ed.), The Nature of Intelligence (pp. 231-235), Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Fletcher, T. D., Major, D. A., & Davis, D. D. (2008). The interactive relationship of competitive climate and trait competitiveness with workplace attitudes, stress, and performance. Journal of Organizational Behavior, 29(7), 899-922.
  • Folkman, S. & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150-170.
  • Folkman, S., Lazarus, R. S., Gruen, R. J., & DeLongis, A. (1986). Appraisal, coping, health status, and psychological symptoms. Journal of Personality and Social Psychology, 50(3), 571-579.
  • Folkman, S., & Lazarus, R. S. (1988). Coping as a mediator of emotion. Journal of Personality and Social Psychology, 54(3), 466-475.
  • Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24(2), 143-158.
  • Hung, C.-L. (2011). Coping strategies of primary school teachers in Taiwan experiencing stress because of teacher surplus. Social Behavior and Personality, 39(9), 1161-1174.
  • Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3&4), 255-278.
  • Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modeling with simplis command language. Lincolnwood: Scientific Software International.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
  • Knussen, C., & Sloper, P. (1992). stress in families of children with disability: A review of risk and resistance factors. Journal of Mental Health, 1(3), 241-256.
  • Koriat, A. (2004). Metacognition research: An interim report. In Timothy J. Perfect and Bennett L. Schwartz (Eds.), Applied Metacognition (pp. 261-286), Cambridge: Cambridge University Press.
  • Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing our looks. Annual Review of Psychology, 44(1), 1-21.
  • Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counselling Psychology, 31(3), 356-362.
  • McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry. (6th ed.). New York: Pearson.
  • Mikulincer, M., & Florian, V. (1995). Appraisal of and coping with a real-life stressful situation: The contribution of attachment styles. Personality and Social Psychology Bulletin, 21(4), 406-414.
  • Öngen, D. E. (2006). The relationships between selfcriticism, submissive behavior and depression among Turkish adolescents. Personality and Individual Differences, 41, 793-800.
  • Pakenham, K. I. (2001). Application of a stress and coping model to caregiving in multiple sclerosis. Psychology, Health & Medicine, 6(1), 13-27.
  • Perkins, A.M., & Corr, P.J. (2006). Cognitive ability as a buffer to neuroticism: Churchill’s secret weapon? Personality and Individual Differences, 40, 39-51.
  • Ross, M. E., Green, S. B., Salisbury-Glennon, J. D., & Tollefson, N. (2006). College students’ study strategies as a function of testing: An investigation into metacognitive self-regulation. Innovative Higher Education, 30(5), 361-375.
  • Şahin, N. H., Güler, M., & Basim, H. N. (2009). The relationship between cognitive intelligence, emotional intelligence, coping and stress symptoms in the context of type a personality pattern. Turkish Journal of Psychiatry, 20(3), 243-254.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113- 125.
  • Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition Learning, 4(1), 33-45.
  • Schraw, G., & Graham, T. (1997). Helping gifted students develop metacognitive awareness. Roeper Review, 20(1), 4-8.
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  • Schraw, G., & Sperling-Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-470.
  • Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1- 2), 111-139.
  • Sternberg, R. J. (2002). Metacognition, abilities, and developing expertise: What makes an expert student? In Hope J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (2nd ed., pp. 247- 260), Dordrecht: Kluwer Academic Publishers.
  • Suldo, S. M., Shaunessy, E., & Hardesty, R. (2008). Relationships among stress, coping, and mental health in high-achieving high school students. Psychology in the Schools, 45(4), 273-290.
  • Suldo, S. M., Shaffer, E. J., & Riley, K. N. (2008). A social-cognitive-behavioral model of academic predictors of adolescents’ life satisfaction. School Psychology Quarterly, 23(1), 56-69.
  • Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2011). Educational stress scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), 534-546.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Pearson.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Özkan ÇIKRIKCİ>


Başaran GENÇDOĞAN Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2015
Yayınlandığı Sayı Yıl 2015, Cilt 5, Sayı 44

Kaynak Göster

APA Çıkrıkci, Ö. & Gençdoğan, B. (2015). Ergenlerde Bilişötesi Becerilerin Eğitsel Strese Etkisi: Yapısal Eşitlik Modellemesi . Turkish Psychological Counseling and Guidance Journal , 5 (44) , 61-71 . Retrieved from https://dergipark.org.tr/tr/pub/tpdrd/issue/42746/515948