ERGENLERİN DUYGUSAL VE DAVRANIŞ SORUNLARI İLE YILMAZLIK VE OKULA BAĞLANMA DÜZEYLERİ ARASINDAKİ İLİŞKİ
Author :
Abstract
Bu çalışmada ortaokul dönemindeki ergenlerin duygusal ve davranış sorunları ile psikolojik sağlamlık ve okula bağlanma düzeyleri arasındaki ilişki incelenmektedir. Araştırma tarama modelinde tasarlanmış olup, değişkenler arasında anlamlı bir ilişkinin olup olmadığının belirlenmesi amaçlanmaktadır. Araştırmanın katılımcılarını 199 ortaokul öğrencisi (87 kız ve 112 erkek) ergen oluşturmakta ve yaş ortalaması 12.12’dir. Araştırmada, ortaokul dönemindeki ergenlerin duygusal ve davranış sorunları ile psikolojik sağlamlık, okula bağlanma, arkadaşa bağlanma ve öğretmene bağlanma arasında negatif yönde anlamlı bir ilişkisinin olduğu belirlenmiştir. Sosyal davranışlar ile psikolojik sağlamlık, okul bağlanma, arkadaşa bağlanma ve öğretmene bağlanma ile pozitif yönde anlamlı düzeyde bir ilişkisinin olduğu belirlenmiştir. Aşamalı regresyon analizi sonuçlarına göre ise öğrencilerin davranış sorunları %10; duygusal sorunları %9, dikkat eksikliği ve aşırı hareketlilik %6; yaşıt sorunları %5 ve sosyal davranışların %24 varyans yüzdesiyle psikolojik sağlamlık, okula bağlanma, arkadaşa bağlanma ve öğretmene bağlanma tarafından açıklanırken; toplam güçlüğün ise psikolojik sağlamlık ve toplam okula bağlanma tarafından birlikte %9 varyans yüzdesiyle açıklandığı belirlenmiştir. Bu araştırmada elde edilen bulgulara göre ön-ergenlik ve ergenlik döneminde duygusal ve davranış sorunların incelenmesi, okul temelli önleyici psikolojik danışma çalışmalarının yapılması ve bu kapsamda psikolojik sağlamlık ve okula bağlanmayı artırıcı çalışmalara yer verilmesinin bu sürece katkı sağlayacaktır.
Keywords
Abstract
In this study, the relationship between secondary school adolescents’ emotional-behavioral problems and their levels of resilience and school attachment was examined. The study was designed in scanning model, study objective was to determine whether there was a significant relationship among variables. Participants of the research constituted of 199 secondary school students (87 girls and 112 boys), the mean age was 12.12. Data Collection Tools were The Strength and Difficulties Questionniare, The Child and Youth Resilience Measure (CYRM-12) end The School Attachment Scale for Children and Adolescents. Data analyses were conducted using descriptive statistics, The Pearson Product-Moment Correlation Coefficient and The Hierarchical Regression Analysis. In the study, it was determined that there was a negative-oriented significant relationship between adolescents’ emotional-behavioral problems and resilience, school attachment, peer attachment and teacher attachment. On the other hand, it was determined that there was a positive-oriented significant relationship between social behaviors and resilience, school attachment, peer attachment and teacher attachment. According to results of progressive regression analysis, it was determined that resilience, school attachment, peer attachment and teacher attachment explained students’ behavioral problems with 10% variance, emotional problems with 9% variance, attention deficit and hyperactivity with 6% variance, peer problems with 5% variance, and social manners with 24% variance; resilience and total school attachment explained the total difficulty by 9% variance percentage. According to findings obtained in this study, to analyze emotional and behavioral problems during pre-adolescence and adolescence periods, to conduct school-based preventive psychological counseling studies, and to include studies towards resilience and school attachment in this respect will contribute to this process.
Keywords
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