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Sanatsal Benlik Kavramının Benliğin Diğer Boyutları İle İlişkisi

Yıl 2009, Cilt: 22 Sayı: 1, 231 - 244, 01.04.2009

Nagihan Oğuz-duran Esin Tezer

Öz

Anahtar Kelimeler

-

Kaynakça

  • Aşçı, F. H. (1998). The Effects of Physical Fitness Training and Group Counseling on Self-concept and Physical Self-concept of Female University Students. Yayınlanmamış Doktora Tezi. Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, 1998.
  • Berryman-Miller, S. (1998). Dance Movement: Effects on Elderly Self-concept. Journal of Physical Education, Recreation and Dance. 59(5):42-46.
  • Buege, C. (1993). The Effect of Mainstreaming on Attitude and Self-Concept Using Creative Drama and Social Skills Training. Youth Theatre Journal. 7(3): 19-22.
  • Byrne, B.M. ve Shavelson, R.J. (1976) On the Structure of Social Self-concept for Pre-, Early, and Late Adolescents: A test of Shavelson et al. Model. Journal of Personality and Social Psychology. 70, 1996: 599-613.
  • Campell, R. S. ve Pennebaker, J. W.(2003). The Secret Life of Pronouns: Flexibility in Writing Style and Physical Health, Psychological Science. 14(1):60-65.
  • Coopersmith, S. (1967).The Antecedents of Self-esteem. San Francisco: Freeman, 1967.
  • Damon, W. ve Hart, D. (1982). The Development of Self-understanding from Infancy through Adolescence. Child Development. (53): 841-864.
  • Davidson, C.W. ve Powell, L.A. (1986). Effects of Easy-listening Background Music on the On-task Performance of Fifth Grade Children. Journal of Educational Research. 80(1): 29-33.
  • Duran-Oğuz, N. ve Tezer, E. (2005). Sanat Benlik-kavramı Ölçeği’nin Geçerliği ve Güvenirliği Üzerine Bir Çalışma. Türk Psikolojik Danışma ve Rehberlik Dergisi. 3(23): 47-55.
  • Duran-Oğuz, N. (2006) Wellness among Turkish University Students: Investigating the Construct and Testing the Effectiveness of an Art-enriched Wellness Program. Yayınlanmamış Doktora Tezi, Orta Doğu Teknik Universitesi, Sosyal Bilimler Enstitüsü.
  • Furnham, A. ve Chamorro-Premuzic, T. (2004) Personality, Intelligence, and Art. Personality and Individual Differences. 36,: 705-715.
  • Francis, M.E., ve Pennebaker, J. W. (1992). Putting Stress into Words: The Impact of writing on Physiological, Absentee, and Self-Reported Emotional Well-Being Measures. American Journal of Health promotion. 6: 280- 287.
  • Giletta, K.S., Vrbanic, M.I., Elias, L.J., ve Saucier, D.M. (2003). A Mozart Effect for Women. Perceptual and Motor Skills. 96(3): 1086-1093.
  • Hillman, S. (2002).Participatory Singing for Older People: A Perception of Benefit, Health Education. 102(4): 163–171.
  • Huntsman, K. H. (1982). Improvisational Dramatic Activities: Key to Self- Actualization? Children’s Theatre Review. 31(2): 3-9.
  • Kalliopuska, M. (1991).Empathy, Self-Esteem and Other Personality Factors among Junior Ballet Dancers. British Journal of Projective Psychology. 36(2):47-61.
  • Kozan, K. (1983). Davranış Bilimleri Araştırmalarında Sosyal Beğenirlik Boyutu ve Türkiye İçin Bir Sosyal Beğenirlik Ölçeği. ODTÜ Gelişme Dergisi. 10 (3): 447-478.
  • Lau,S., Li, C.S. ve Chu, D. (2004). Perceived Creativity: Its Relationship to Social Status and Self-concept among Chinese High Ability Children. Creativity Research Journal. 16(1): 59-67
  • Markus, H. ve Nurius, P. (1986). Possible Selves. American Psychologist. (41): 954- 969.
  • Markus, H. ve Wurf, E.(1987). The Dynamic Self-concept: A Social-psychological Perspective. Annual Review of Psychology. (38): 299-337.
  • Marsh, H. W. (1987). The Hierarchical Structure of Self-concept and the Application of Hierarchical Confirmatory Factor Analysis. Journal of Educational Measurement. (24): 17-39.
  • Marsh, H. W. (1990). A Multidimensional, Hierarchical Model of Self-concept: Theoretical and Empirical Justification. Educational Psychology Review. (2): 77-172.
  • Marsh, H.W. ve Roche, L. A. (1996). Structure of Artistic Self-Concepts for Performing Arts and Non-Performing Arts Students in a Performing Arts High School: “Setting the Stage” with Multigroup Confirmatory Factor Analysis. Journal of Educational Psychology. 88(3): 461-477.
  • Marsh, H.W. ve Shavelson, R.J. (1985).Self-concept: Its Multifaceted, Hierarchical Structure. Educational Psychologist. 20: 107-125.
  • Marx, R.W. ve Winne, P.H.(1980) Self-concept Validation Research: Some Current Complexities. Measurement and Evaluation in Guidance. (13):72-82.
  • McQuinn, N.M., ve Nesslage, J.L. (2003). Does Music have an Influence on the Moods of College Students? 2003. (http://www.clearinghouse. mwsc.edu/manuscripts/428.asp). 20 Aralık 2004.
  • Pennebaker, J. W. ve Beal, S.K. (1986) Confronting a Traumatic Event: Toward an Understanding of Inhibition and Disease. Journal of Abnormal Psychology. (95): 274-281.
  • Pennebaker, J. W. ve Seagal, J. D. (1999). Forming a Story: The Health Benefits of Narrative, Journal of Clinical Psychology. 55(10): 1243-1254.
  • Pennebaker, J. W. (1997). Writing about Emotional Experiences as a Therapeutic Process. Psychological Science. 8, 1997: 162-166.
  • Pennebaker, J.W. (1999). Disclousure and Health: An Interview with James Pennebaker. Advances in Mind-Body Medicine. 15, 1999: 161-195.
  • Piers, E.V. (1969). Manual for the Piers-Harris Children’s Self-Concept Scale. Nashville, TN: Counselor Recordings and Tests.
  • Roid, G.H. ve Fitts, W.H. (1991). Tennessee Self-Concept Scale: Revised Manual. USA: Western Psychological Series.
  • Rosenberg, M. (1965). Society and the Adolescent Self-image. Princeton ; New Jersey: Princeton University Press.
  • Schmidt, U., Bone, G., Hems, S., Lessem, J., ve Treasure, J. (2002). Structured Therapeutic Writing Tasks as an Adjunct to Treatment in Eating Disorders. European Eating Disoreders Review. (10): 299-315.
  • Shavelson, R.J., Hubner, J.J., ve Stanton, G.C. (1976) Self-concept: Validation of Construct Interpretations. Review of Educational Research. (46) 407-441.
  • Soares, A.T. ve Soares, L.M. (1980). Test Manual: The Affective Perception Inventory. Trumbell, CT: Soares Associates.
  • Stacey, R., Brittain, K. ve Kerr, S. (2002). Singing for Health: An Exploration of the Issues, Health Education. 102(4): 156–162.
  • Tabachnick, B., & Fidell, L.S. (2001). (Eds). Using Multivariate Statistics (Fourth ed.). Boston: Allyn & Bacon.
  • Thompson, W.F., Schellenberg, E.G. ve Husain, G.(2001). Arousal, Mood, and the Mozart Effect. Psychological Science. 12(3): 248-251.
  • Vispoel, W. P. (1992a). Arts Self-Perception Inventory (Adolescent Form). Iowa City, IA.
  • Vispoel, W. P. (1992b). Arts Self-Perception Inventory (Adult/College Form). Iowa City, IA.
  • Vispoel, W. P. (1993a). The Development and Validation of the Arts Self- Perception Inventory for Adolescents. Educational and Psychological Measurement. 53 (4): 1023-1034.
  • Vispoel, W. P. (1993b). Music Self-Perception Inventory (Adolescent Form). Iowa City, IA.
  • Vispoel, W. P. (1993c). Music Self-Perception Inventory (Adult/College Form). Iowa City, IA,
  • Vispoel, W. P. Integrating Self-perceptions of Music Skill into Contemporary Models of Self-concept. Quarterly Journal of Music Teaching and Learning. 5, 1994: 42-57.
  • Vispoel, W. P. (1996). The Development and Validation of the Arts Self-Perception Inventory for Adults. Educational and Psychological Measurement, 56(4): 719-736.
  • Vispoel, W. P.(1995a). Self-concept in Artistic Domains: An Extension of the Shavelson, Hubner, and Stanton (1976) Model. Journal of Educational Psychology. (87): 134-153.
  • Vispoel, W.P., Brunsman, B., ve Bleiler, T.(1995). “The Multifaceted, Hierarchical Structure of Early Adolescent Self-concept”. Paper presented at the annual meeting of the American Educational Research association (AERA), San Francisco, CA, 1995.
  • The Relationship Between Art Self-Concept and the Other Dimensions of Self-Concept

Sanatsal Benlik Kavramının Benliğin Diğer Boyutları İle İlişkisi

Yıl 2009, Cilt: 22 Sayı: 1, 231 - 244, 01.04.2009

Nagihan Oğuz-duran Esin Tezer

Öz

Bu araştırmanın amacı, sanatsal benlik kavramı ile benliğin diğer boyutları arasındaki ilişkiyi incelemektir. Bu amaçla, Orta Doğu Teknik Üniversitesi Eğitim Fakültesinin çeşitli bölüm ve sınıflarında okumakta olan toplam 172 (111 kız, 59 erkek, 2 cinsiyet belirtmemiş) öğrenciye Sanat Benlik Kavramı Ölçeği (SBKÖ) ve Tennesse Benlik Kavramı Envanteri (TBKE) uygulanmıştır. Sanat benlik kavramı yüksek ve düşük olan üniversite öğrencilerinin benliğin fiziksel, ahlaki, kişisel, aile ve sosyal alt boyutlarında kendilerini algılamaları açısından farklılık bulunup bulunmadığını incelemek amacıyla yürütülen çoklu varyans analizi (MANOVA) sonuçları, sanatsal benlik kavramı yüksek olan grupta yer alan öğrencilerin kişisel ve sosyal benlik kavramı puan ortalamalarının sanatsal benlik kavramı düşük olan grupta yer alan öğrencilerden anlamlı düzeyde yüksek olduğunu göstermiştir. Bulgular, sanatsal benlik kavramının kişisel ve sosyal benlik kavramları üzerindeki rolü ve öğrencilerin gelişim özellikleri açısından tartışılmıştır

Anahtar Kelimeler

Sanatsal benlik kavramı benlik kavramının boyutları üniversite öğrencileri

Kaynakça

  • Aşçı, F. H. (1998). The Effects of Physical Fitness Training and Group Counseling on Self-concept and Physical Self-concept of Female University Students. Yayınlanmamış Doktora Tezi. Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, 1998.
  • Berryman-Miller, S. (1998). Dance Movement: Effects on Elderly Self-concept. Journal of Physical Education, Recreation and Dance. 59(5):42-46.
  • Buege, C. (1993). The Effect of Mainstreaming on Attitude and Self-Concept Using Creative Drama and Social Skills Training. Youth Theatre Journal. 7(3): 19-22.
  • Byrne, B.M. ve Shavelson, R.J. (1976) On the Structure of Social Self-concept for Pre-, Early, and Late Adolescents: A test of Shavelson et al. Model. Journal of Personality and Social Psychology. 70, 1996: 599-613.
  • Campell, R. S. ve Pennebaker, J. W.(2003). The Secret Life of Pronouns: Flexibility in Writing Style and Physical Health, Psychological Science. 14(1):60-65.
  • Coopersmith, S. (1967).The Antecedents of Self-esteem. San Francisco: Freeman, 1967.
  • Damon, W. ve Hart, D. (1982). The Development of Self-understanding from Infancy through Adolescence. Child Development. (53): 841-864.
  • Davidson, C.W. ve Powell, L.A. (1986). Effects of Easy-listening Background Music on the On-task Performance of Fifth Grade Children. Journal of Educational Research. 80(1): 29-33.
  • Duran-Oğuz, N. ve Tezer, E. (2005). Sanat Benlik-kavramı Ölçeği’nin Geçerliği ve Güvenirliği Üzerine Bir Çalışma. Türk Psikolojik Danışma ve Rehberlik Dergisi. 3(23): 47-55.
  • Duran-Oğuz, N. (2006) Wellness among Turkish University Students: Investigating the Construct and Testing the Effectiveness of an Art-enriched Wellness Program. Yayınlanmamış Doktora Tezi, Orta Doğu Teknik Universitesi, Sosyal Bilimler Enstitüsü.
  • Furnham, A. ve Chamorro-Premuzic, T. (2004) Personality, Intelligence, and Art. Personality and Individual Differences. 36,: 705-715.
  • Francis, M.E., ve Pennebaker, J. W. (1992). Putting Stress into Words: The Impact of writing on Physiological, Absentee, and Self-Reported Emotional Well-Being Measures. American Journal of Health promotion. 6: 280- 287.
  • Giletta, K.S., Vrbanic, M.I., Elias, L.J., ve Saucier, D.M. (2003). A Mozart Effect for Women. Perceptual and Motor Skills. 96(3): 1086-1093.
  • Hillman, S. (2002).Participatory Singing for Older People: A Perception of Benefit, Health Education. 102(4): 163–171.
  • Huntsman, K. H. (1982). Improvisational Dramatic Activities: Key to Self- Actualization? Children’s Theatre Review. 31(2): 3-9.
  • Kalliopuska, M. (1991).Empathy, Self-Esteem and Other Personality Factors among Junior Ballet Dancers. British Journal of Projective Psychology. 36(2):47-61.
  • Kozan, K. (1983). Davranış Bilimleri Araştırmalarında Sosyal Beğenirlik Boyutu ve Türkiye İçin Bir Sosyal Beğenirlik Ölçeği. ODTÜ Gelişme Dergisi. 10 (3): 447-478.
  • Lau,S., Li, C.S. ve Chu, D. (2004). Perceived Creativity: Its Relationship to Social Status and Self-concept among Chinese High Ability Children. Creativity Research Journal. 16(1): 59-67
  • Markus, H. ve Nurius, P. (1986). Possible Selves. American Psychologist. (41): 954- 969.
  • Markus, H. ve Wurf, E.(1987). The Dynamic Self-concept: A Social-psychological Perspective. Annual Review of Psychology. (38): 299-337.
  • Marsh, H. W. (1987). The Hierarchical Structure of Self-concept and the Application of Hierarchical Confirmatory Factor Analysis. Journal of Educational Measurement. (24): 17-39.
  • Marsh, H. W. (1990). A Multidimensional, Hierarchical Model of Self-concept: Theoretical and Empirical Justification. Educational Psychology Review. (2): 77-172.
  • Marsh, H.W. ve Roche, L. A. (1996). Structure of Artistic Self-Concepts for Performing Arts and Non-Performing Arts Students in a Performing Arts High School: “Setting the Stage” with Multigroup Confirmatory Factor Analysis. Journal of Educational Psychology. 88(3): 461-477.
  • Marsh, H.W. ve Shavelson, R.J. (1985).Self-concept: Its Multifaceted, Hierarchical Structure. Educational Psychologist. 20: 107-125.
  • Marx, R.W. ve Winne, P.H.(1980) Self-concept Validation Research: Some Current Complexities. Measurement and Evaluation in Guidance. (13):72-82.
  • McQuinn, N.M., ve Nesslage, J.L. (2003). Does Music have an Influence on the Moods of College Students? 2003. (http://www.clearinghouse. mwsc.edu/manuscripts/428.asp). 20 Aralık 2004.
  • Pennebaker, J. W. ve Beal, S.K. (1986) Confronting a Traumatic Event: Toward an Understanding of Inhibition and Disease. Journal of Abnormal Psychology. (95): 274-281.
  • Pennebaker, J. W. ve Seagal, J. D. (1999). Forming a Story: The Health Benefits of Narrative, Journal of Clinical Psychology. 55(10): 1243-1254.
  • Pennebaker, J. W. (1997). Writing about Emotional Experiences as a Therapeutic Process. Psychological Science. 8, 1997: 162-166.
  • Pennebaker, J.W. (1999). Disclousure and Health: An Interview with James Pennebaker. Advances in Mind-Body Medicine. 15, 1999: 161-195.
  • Piers, E.V. (1969). Manual for the Piers-Harris Children’s Self-Concept Scale. Nashville, TN: Counselor Recordings and Tests.
  • Roid, G.H. ve Fitts, W.H. (1991). Tennessee Self-Concept Scale: Revised Manual. USA: Western Psychological Series.
  • Rosenberg, M. (1965). Society and the Adolescent Self-image. Princeton ; New Jersey: Princeton University Press.
  • Schmidt, U., Bone, G., Hems, S., Lessem, J., ve Treasure, J. (2002). Structured Therapeutic Writing Tasks as an Adjunct to Treatment in Eating Disorders. European Eating Disoreders Review. (10): 299-315.
  • Shavelson, R.J., Hubner, J.J., ve Stanton, G.C. (1976) Self-concept: Validation of Construct Interpretations. Review of Educational Research. (46) 407-441.
  • Soares, A.T. ve Soares, L.M. (1980). Test Manual: The Affective Perception Inventory. Trumbell, CT: Soares Associates.
  • Stacey, R., Brittain, K. ve Kerr, S. (2002). Singing for Health: An Exploration of the Issues, Health Education. 102(4): 156–162.
  • Tabachnick, B., & Fidell, L.S. (2001). (Eds). Using Multivariate Statistics (Fourth ed.). Boston: Allyn & Bacon.
  • Thompson, W.F., Schellenberg, E.G. ve Husain, G.(2001). Arousal, Mood, and the Mozart Effect. Psychological Science. 12(3): 248-251.
  • Vispoel, W. P. (1992a). Arts Self-Perception Inventory (Adolescent Form). Iowa City, IA.
  • Vispoel, W. P. (1992b). Arts Self-Perception Inventory (Adult/College Form). Iowa City, IA.
  • Vispoel, W. P. (1993a). The Development and Validation of the Arts Self- Perception Inventory for Adolescents. Educational and Psychological Measurement. 53 (4): 1023-1034.
  • Vispoel, W. P. (1993b). Music Self-Perception Inventory (Adolescent Form). Iowa City, IA.
  • Vispoel, W. P. (1993c). Music Self-Perception Inventory (Adult/College Form). Iowa City, IA,
  • Vispoel, W. P. Integrating Self-perceptions of Music Skill into Contemporary Models of Self-concept. Quarterly Journal of Music Teaching and Learning. 5, 1994: 42-57.
  • Vispoel, W. P. (1996). The Development and Validation of the Arts Self-Perception Inventory for Adults. Educational and Psychological Measurement, 56(4): 719-736.
  • Vispoel, W. P.(1995a). Self-concept in Artistic Domains: An Extension of the Shavelson, Hubner, and Stanton (1976) Model. Journal of Educational Psychology. (87): 134-153.
  • Vispoel, W.P., Brunsman, B., ve Bleiler, T.(1995). “The Multifaceted, Hierarchical Structure of Early Adolescent Self-concept”. Paper presented at the annual meeting of the American Educational Research association (AERA), San Francisco, CA, 1995.
  • The Relationship Between Art Self-Concept and the Other Dimensions of Self-Concept
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Nagihan Oğuz-duran Bu kişi benim

Esin Tezer Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2009
Gönderilme Tarihi 14 Kasım 2015
Yayımlandığı Sayı Yıl 2009 Cilt: 22 Sayı: 1

Kaynak Göster

APA Oğuz-duran, N., & Tezer, E. (2009). Sanatsal Benlik Kavramının Benliğin Diğer Boyutları İle İlişkisi. Journal of Uludag University Faculty of Education, 22(1), 231-244.