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Üniversite Öğrencilerinde Olumlu Duygulanım ve Benlik Saygısı: Üniversite Doyumu ve Aidiyetinin Düzenleyici Rolü

Yıl 2014, Cilt: 4 Sayı: 2, 102 - 109, 01.08.2014

Öz

Bu çalışmada olumlu duygulanım, benlik saygısı, üniversite doyumu ve aidiyeti arasındaki ilişkiler incelenmiş; olumlu duygulanım ve benlik saygısı arasındaki ilişkide üniversite doyumu ve aidiyetinin düzenleyici rolü test edilmiştir. Katılımcılar, bir devlet üniversitesinde öğrenim gören 485 üniversite öğrencisinden oluşmaktadır. Veriler Olumlu Duygulanım Ölçeği, Rosenberg Benlik Saygısı Ölçeği ve kişisel bilgi formu kullanılarak elde edilmiştir. Verilerin analizinde hiyerarşik regresyon analizi, ANOVA ve Mann-Whitney U teknikleri uygulanmıştır. Bulgular, benlik saygısı ve olumlu duygulanım arasındaki ilişkide üniversite doyumunun düzenleyici bir rolünün olduğunu göstermektedir. Üniversite aidiyeti ise benlik saygısı ve olumlu duygulanım arasındaki ilişkide düzenleyici bir işleve sahip değildir. Ayrıca, üniversite doyumu ve aidiyeti yüksek olan öğrencilerde olumlu duygulanım ve benlik saygısı, düşük olanlara göre daha fazla bulunmuştur. Bulgular üniversitedeki öğrenci uyumuna yansımaları açısından tartışılmıştır.

Kaynakça

  • Abe, J. A. A. (2004). Self-esteem, perception of relationships, and emo- tional distress: A cross-cultural study. Personal Relationships, 11(2), 231–247.
  • Al Nima, A., Rosenberg, P., Archer, T., and Garcia, D. (2013). Anxiety, affect, self-esteem, and stress: Mediation and moderation effects on depression. PlosOne, 8(9), e73265.
  • Aspelmeier, J. E., Love, M. M., McGill, L. A., Elliott, A. N., and Pierce, T. W. (2012). Self-esteem, locus of control, college adjustment, and GPA among first-and continuing-generation students: A moderator model of generational status. Research in Higher Education, 53(7), 755–781.
  • Aypay, A., Sever, M. ve Demirhan, G. (2012). Üniversite öğrencilerinin sosyal ve akademik entegrasyonu: Boylamsal bir araştırma. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 11(2), 407–422.
  • Bailey, R. C., and Miller, C. (1998). Life satisfaction and life demands in college students. Social Behavior and Personality, 26(1), 51–56.
  • Baron, R. M., and Kenny, D. A. (1986). The moderator–mediator vari- able distinction in social psychological research: Conceptual, strate- gic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
  • Baumeister, R. F., and Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.
  • Browne, B. A., Kaldenberg, D. O., Browne, W. G., and Brown, D. J. (1998). Student as customer: Factors affecting satisfaction and assess- ments of institutional quality. Journal of Marketing for Higher Education, 8(3), 1–14.
  • Crocker, J., and Luhtanen, R. K. (2003). Level of self-esteem and contin- gencies of self-worth: Unique effects on academic, social, and finan- cial problems in college students. Personality and Social Psychology Bulletin, 29(6), 701–712.
  • Çuhadaroğlu, F. (1986). Adölesanlarda benlik saygısı. Yayınlanmamış Tıpta Uzmanlık Tezi, Hacettepe Üniversitesi Tıp Fakültesi, Psikiyatri Anabilim Dalı, Ankara.
  • Dereboy, F., Dereboy, Ç., Coşkun, A. ve Coşkun, B. (1994). Özdeğer duygusu, öz imgesi ve kimlik duygusu- I. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 1(1), 3–12.
  • DeWitz, S. J., and Walsh, W. B. (2002). Self-efficacy and college student satisfaction. Journal of Career Assessment, 10(3), 315–326.
  • Diener, E., and Suh, E. (1997). Measuring quality of life: Economic, social, and subjective indicators. Social Indicators Research, 40(1-2), 189–216.
  • Elliott, K. M., and Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 197–209.
  • Feldt, R. C. (2012). Social cognitive model of college satisfaction: A test of measurement and path models. College Student Journal, 46(4), 812–822.
  • Frazier, P. A., Tix, A. P., and Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115–34.
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 15(46), 27–28.
  • Grace, B. Y., and Kim, J. H. (2008). Testing the mediating effect of the quality of college life in the student satisfaction and student loyalty relationship. Applied Research in Quality of Life, 3(1), 1–21.
  • Hagerty, B. M., and Williams, A. (1999). The effects of sense of belong- ing, social support, conflict, and loneliness on depression. Nursing Research, 48(4), 215–219.
  • Hausmann, L. R., Schofield, J. W., and Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first-year college students. Research in Higher Education, 48(7), 803–839.
  • Huebner, E. S., and McCullough, G. (2000). Correlates of school satis- faction among adolescents. The Journal of Educational Research, 93(5), 331–335.
  • Kenyon, D. B., and Koerner, S. S. (2009). College student psychological well-being during the transition to college: Examining individuation from parents. College Student Journal, 43(4), 1145–1160.
  • Kong, F., Zhao, J., and You, X. (2013). Self-esteem as mediator and mod- erator of the relationship between social support and subjective well- being among Chinese university students. Social Indicator Research, 112 (1), 151–161.
  • Li, W., Zhang, L., Liu, B., and Cao, H. (2013). The impact of negative interpersonal life events on social adaptation of Chinese college stu- dents: Mediator effect of self-esteem. Social Behavior and Personality, 41(5), 705–714.
  • Lyubomirsky, S., King, L., and Diener, E. (2005). The benefits of fre- quent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803–855.
  • Martin, N. D. (2012). The privilege of ease: Social class and campus life at highly selective, private universities. Research in Higher Education, 53(4), 426–452.
  • McMillan, D. W., and Chavis, D. M. (1986). Sense of community: A def- inition and theory. Journal of Community Psychology, 14(1), 6–23.
  • Merianos, A. L., Nabors, L. A., Vidourek, R. A., and King, K. A. (2013). The impact of self-esteem and social support on college students' mental health. American Journal of Health Studies, 28(1), 27–34.
  • Myers, D. G., and Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10–19.
  • Nickerson, C., Diener, E., and Schwarz, N. (2011). Positive affect and college success. Journal of Happiness Studies, 12(4), 717–746.
  • Ostrove, J. M., and Long, S. M. (2007). Social class and belonging: Implications for college adjustment. Review of Higher Education, 30(4), 363–389.
  • Özgüngör, S. (2010). Eğitim fakültesi öğrencilerinin fakülte yaşantısına ilişkin doyum düzeylerini belirleyen öğrenci ve okul özellikleri. Türk Eğitim Bilimleri Dergisi, 8(3), 623–644.
  • Pittman, L. D., and Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270–290.
  • Rosenberg, M., Schooler, C., Schoenbach, C., and Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, dif- ferent outcomes. American Sociological Review, 60(1), 141–156.
  • Senol-Durak, E., and Durak, M. (2011). The mediator roles of life satis- faction and self-esteem between the affective components of psycho- logical well-being and the cognitive symptoms of problematic inter- net use. Social Indicators Research, 103(1), 23–32.
  • Şahin, İ., Zoraloğlu, Y. R. ve Şahin Fırat, N. (2011). Üniversite öğrenci- lerinin yaşam amaçları, eğitsel hedefleri, üniversite öğreniminden beklentileri ve memnuniyet durumları. Kuram ve Uygulamada Eğitim Yönetimi, 17(3), 429–452.
  • Thomas, E. H., and Galambos, N. (2004). What satisfies students? Mining student-opinion data with regression and decision tree analy- sis. Research in Higher Education, 45(3), 251–269.
  • Watson, D., Clark, L. A., and Tellegen, A. (1988). Development and val- idation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070.
  • Zhang, H., Chan, D. K., and Teng, F. (2011). Transfer of attachment functions and adjustment among young adults in China. The Journal of Social Psychology, 151(3), 257–273.
  • Zullig, K. J., Huebner, E. S., and Pun, S. M. (2009). Demographic cor- relates of domain-based life satisfaction reports of college students. Journal of Happiness Studies, 10(2), 229–238.

Positive affection and self esteem in college students: The moderating role of college satisfaction and college belonging

Yıl 2014, Cilt: 4 Sayı: 2, 102 - 109, 01.08.2014

Öz

In this study, the relations among positive affection, self esteem, college satisfaction and belonging were examined in college students. The moderating effects of both college satisfaction and college belonging on the relationship between self esteem and positive affection in college students were tested. The participants consisted of 485 college students, from a public university in Turkey. The data were obtained using Positive Affection Scale, Rosenberg Self Esteem Scale and personal information form. In the analysis of the data, hierarchical regression analyses, ANOVA and Mann-Whitney U were administered. Findings indicated that college satisfaction had a moderating role on the relationship between self esteem and positive affection. However, college belonging did not moderate the relationship between self esteem and positive affection. In addition, students with high college satisfaction and belonging reported higher scores in positive affection and self esteem than those with low college satisfaction and belonging. Findings have been discussed in terms of their implications for student adjustment in college.

Kaynakça

  • Abe, J. A. A. (2004). Self-esteem, perception of relationships, and emo- tional distress: A cross-cultural study. Personal Relationships, 11(2), 231–247.
  • Al Nima, A., Rosenberg, P., Archer, T., and Garcia, D. (2013). Anxiety, affect, self-esteem, and stress: Mediation and moderation effects on depression. PlosOne, 8(9), e73265.
  • Aspelmeier, J. E., Love, M. M., McGill, L. A., Elliott, A. N., and Pierce, T. W. (2012). Self-esteem, locus of control, college adjustment, and GPA among first-and continuing-generation students: A moderator model of generational status. Research in Higher Education, 53(7), 755–781.
  • Aypay, A., Sever, M. ve Demirhan, G. (2012). Üniversite öğrencilerinin sosyal ve akademik entegrasyonu: Boylamsal bir araştırma. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 11(2), 407–422.
  • Bailey, R. C., and Miller, C. (1998). Life satisfaction and life demands in college students. Social Behavior and Personality, 26(1), 51–56.
  • Baron, R. M., and Kenny, D. A. (1986). The moderator–mediator vari- able distinction in social psychological research: Conceptual, strate- gic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
  • Baumeister, R. F., and Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.
  • Browne, B. A., Kaldenberg, D. O., Browne, W. G., and Brown, D. J. (1998). Student as customer: Factors affecting satisfaction and assess- ments of institutional quality. Journal of Marketing for Higher Education, 8(3), 1–14.
  • Crocker, J., and Luhtanen, R. K. (2003). Level of self-esteem and contin- gencies of self-worth: Unique effects on academic, social, and finan- cial problems in college students. Personality and Social Psychology Bulletin, 29(6), 701–712.
  • Çuhadaroğlu, F. (1986). Adölesanlarda benlik saygısı. Yayınlanmamış Tıpta Uzmanlık Tezi, Hacettepe Üniversitesi Tıp Fakültesi, Psikiyatri Anabilim Dalı, Ankara.
  • Dereboy, F., Dereboy, Ç., Coşkun, A. ve Coşkun, B. (1994). Özdeğer duygusu, öz imgesi ve kimlik duygusu- I. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 1(1), 3–12.
  • DeWitz, S. J., and Walsh, W. B. (2002). Self-efficacy and college student satisfaction. Journal of Career Assessment, 10(3), 315–326.
  • Diener, E., and Suh, E. (1997). Measuring quality of life: Economic, social, and subjective indicators. Social Indicators Research, 40(1-2), 189–216.
  • Elliott, K. M., and Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 197–209.
  • Feldt, R. C. (2012). Social cognitive model of college satisfaction: A test of measurement and path models. College Student Journal, 46(4), 812–822.
  • Frazier, P. A., Tix, A. P., and Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115–34.
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 15(46), 27–28.
  • Grace, B. Y., and Kim, J. H. (2008). Testing the mediating effect of the quality of college life in the student satisfaction and student loyalty relationship. Applied Research in Quality of Life, 3(1), 1–21.
  • Hagerty, B. M., and Williams, A. (1999). The effects of sense of belong- ing, social support, conflict, and loneliness on depression. Nursing Research, 48(4), 215–219.
  • Hausmann, L. R., Schofield, J. W., and Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first-year college students. Research in Higher Education, 48(7), 803–839.
  • Huebner, E. S., and McCullough, G. (2000). Correlates of school satis- faction among adolescents. The Journal of Educational Research, 93(5), 331–335.
  • Kenyon, D. B., and Koerner, S. S. (2009). College student psychological well-being during the transition to college: Examining individuation from parents. College Student Journal, 43(4), 1145–1160.
  • Kong, F., Zhao, J., and You, X. (2013). Self-esteem as mediator and mod- erator of the relationship between social support and subjective well- being among Chinese university students. Social Indicator Research, 112 (1), 151–161.
  • Li, W., Zhang, L., Liu, B., and Cao, H. (2013). The impact of negative interpersonal life events on social adaptation of Chinese college stu- dents: Mediator effect of self-esteem. Social Behavior and Personality, 41(5), 705–714.
  • Lyubomirsky, S., King, L., and Diener, E. (2005). The benefits of fre- quent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803–855.
  • Martin, N. D. (2012). The privilege of ease: Social class and campus life at highly selective, private universities. Research in Higher Education, 53(4), 426–452.
  • McMillan, D. W., and Chavis, D. M. (1986). Sense of community: A def- inition and theory. Journal of Community Psychology, 14(1), 6–23.
  • Merianos, A. L., Nabors, L. A., Vidourek, R. A., and King, K. A. (2013). The impact of self-esteem and social support on college students' mental health. American Journal of Health Studies, 28(1), 27–34.
  • Myers, D. G., and Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10–19.
  • Nickerson, C., Diener, E., and Schwarz, N. (2011). Positive affect and college success. Journal of Happiness Studies, 12(4), 717–746.
  • Ostrove, J. M., and Long, S. M. (2007). Social class and belonging: Implications for college adjustment. Review of Higher Education, 30(4), 363–389.
  • Özgüngör, S. (2010). Eğitim fakültesi öğrencilerinin fakülte yaşantısına ilişkin doyum düzeylerini belirleyen öğrenci ve okul özellikleri. Türk Eğitim Bilimleri Dergisi, 8(3), 623–644.
  • Pittman, L. D., and Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270–290.
  • Rosenberg, M., Schooler, C., Schoenbach, C., and Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, dif- ferent outcomes. American Sociological Review, 60(1), 141–156.
  • Senol-Durak, E., and Durak, M. (2011). The mediator roles of life satis- faction and self-esteem between the affective components of psycho- logical well-being and the cognitive symptoms of problematic inter- net use. Social Indicators Research, 103(1), 23–32.
  • Şahin, İ., Zoraloğlu, Y. R. ve Şahin Fırat, N. (2011). Üniversite öğrenci- lerinin yaşam amaçları, eğitsel hedefleri, üniversite öğreniminden beklentileri ve memnuniyet durumları. Kuram ve Uygulamada Eğitim Yönetimi, 17(3), 429–452.
  • Thomas, E. H., and Galambos, N. (2004). What satisfies students? Mining student-opinion data with regression and decision tree analy- sis. Research in Higher Education, 45(3), 251–269.
  • Watson, D., Clark, L. A., and Tellegen, A. (1988). Development and val- idation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070.
  • Zhang, H., Chan, D. K., and Teng, F. (2011). Transfer of attachment functions and adjustment among young adults in China. The Journal of Social Psychology, 151(3), 257–273.
  • Zullig, K. J., Huebner, E. S., and Pun, S. M. (2009). Demographic cor- relates of domain-based life satisfaction reports of college students. Journal of Happiness Studies, 10(2), 229–238.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA66PG89GA
Bölüm Ampirik Araştırma
Yazarlar

Asım Çivitci Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 4 Sayı: 2

Kaynak Göster

APA Çivitci, A. (2014). Üniversite Öğrencilerinde Olumlu Duygulanım ve Benlik Saygısı: Üniversite Doyumu ve Aidiyetinin Düzenleyici Rolü. Yükseköğretim Dergisi, 4(2), 102-109.

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.