Lise öğrencilerinde bağlanma stilleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
Attribution-NonCommercial-NoDerivs 3.0 United States
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı lise öğrencilerinin bağlanma stilleri ile problem çözme becerileri arasındaki ilişkileri incelemek ve bağlanma stillerinin problem çözme becerileri üzerindeki yordama düzeyini belirlemektir.Bu amaçla Kayseri ilinde özel ve devlet okullarında eğitim gören her kademeden toplam 369 lise öğrencisine Kişisel Bilgi Formu, Problem Çözme Becerisi Envanteri (PÇBE) ve İlişki Ölçekleri Anketi-E (İÖA) uygulanarak veriler elde edilmiştir. Araştırma verileri COVID-19 pandemisi dolayısıyla online anket yöntemi ile toplanmıştır. Verilerin analizindeBağımsız Örneklemler T-Testi, Tek Yönlü Varyans Analizi (ANOVA) ve farklılaşmaların kaynağını test etmek için ANOVA içinde Post Hoc testlerinden “Tukey testi” kullanılmıştır. Ayrıca lise öğrencilerinin bağlanma stilleri ile problem çözme becerileri arasındaki ilişkiyi incelemek için “Pearson Korelasyon Analizi”, ve bağlanma stillerinin problem çözme becerileri yordama güçlerini belirlemek için “Regresyon Analizi” yapılmıştır. Araştırmanın sonuçlarına göre korkulu ve güvenli bağlanma alt boyutlarının cinsiyete göre anlamlı şekilde farklılaştığı görülmüştür. Problem çözme alt boyutlarından değerlendirmeci ve kendine güvenli yaklaşım puanları ile ve bağlanma stili alt boyutlarından kayıtsız bağlanmanın sınıf düzeyine göre anlamlı düzeyde farklılaştığı görülmüştür. Bağlanma Stilleri İlişki Envanteri alt ölçek puanlarınınProblem Çözme Becerisi Envanterinin alt ölçeklerini anlamlı düzeyde yordadığı görülmüştür. Bağlanma stilleri alt boyutlarının problem çözme becerileri alt boyutlarından düşünen yaklaşım ve kaçıngan yaklaşımın varyansın %0.05’ini açıkladığı; değerlendirmeci yaklaşımın varyansın %0.04’ünü; planlı yaklaşımın ise varyansın %0.07’ini açıkladığı ve anlamlı yordayıcıları olduğu görülmüştür.
The aim of this study is to examine the relationships between high school students' attachment styles and their problem solving skills and to determine the predictive level of attachment styles on their problem solving skills. For this purpose, data were obtained by applying Personal Information Form, Problem Solving Skills Inventory (PCI) and Relationship Scales Questionnaire-A (PSA) to a total of 369 high school students from all levels, studying in private and public schools in Kayseri. Research data were collected by online survey method due to the COVID-19 pandemic. In the analysis of the data, Independent Samples T-Test, One-Way Analysis of Variance (ANOVA) and the "Tukey test", one of the Post Hoc tests in ANOVA, were used to test the source of the differentiations. In addition, "Pearson Correlation Analysis" was conducted to examine the relationship between high school students' attachment styles and problem solving skills, and "Regression Analysis" was conducted to determine the predictive power of attachment styles on problem-solving skills. According to the results of the research, it was observed that the fearful and secure attachment sub-dimensions differed significantly according to gender. It was observed that the scores of evaluator and self-confident approach from problem solving sub dimensions and dismissive attachment from sub-dimensions of attachment style differed significantly according to grade level. In the study, problem solving skills scale scores; Attachment Styles Relationship Inventory subscale scores were found to significantly predict the Problem-Solving Skills Inventory subscales. From the problem-solving skills sub-dimensions of attachment styles, thinking approach and avoidant approach explained 0.05% of the variance; 0.04% of the variance of the evaluative approach; it was seen that the planned approach explained 0.07% of the variance and had significant predictors.
The aim of this study is to examine the relationships between high school students' attachment styles and their problem solving skills and to determine the predictive level of attachment styles on their problem solving skills. For this purpose, data were obtained by applying Personal Information Form, Problem Solving Skills Inventory (PCI) and Relationship Scales Questionnaire-A (PSA) to a total of 369 high school students from all levels, studying in private and public schools in Kayseri. Research data were collected by online survey method due to the COVID-19 pandemic. In the analysis of the data, Independent Samples T-Test, One-Way Analysis of Variance (ANOVA) and the "Tukey test", one of the Post Hoc tests in ANOVA, were used to test the source of the differentiations. In addition, "Pearson Correlation Analysis" was conducted to examine the relationship between high school students' attachment styles and problem solving skills, and "Regression Analysis" was conducted to determine the predictive power of attachment styles on problem-solving skills. According to the results of the research, it was observed that the fearful and secure attachment sub-dimensions differed significantly according to gender. It was observed that the scores of evaluator and self-confident approach from problem solving sub dimensions and dismissive attachment from sub-dimensions of attachment style differed significantly according to grade level. In the study, problem solving skills scale scores; Attachment Styles Relationship Inventory subscale scores were found to significantly predict the Problem-Solving Skills Inventory subscales. From the problem-solving skills sub-dimensions of attachment styles, thinking approach and avoidant approach explained 0.05% of the variance; 0.04% of the variance of the evaluative approach; it was seen that the planned approach explained 0.07% of the variance and had significant predictors.
Açıklama
Anahtar Kelimeler
Lise öğrencileri, Problem çözme, Bağlanma stilleri, High school students, Problem solving, Attachment styles
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Taflıoğlu, G. (2021). Lise öğrencilerinde bağlanma stilleri ile problem çözme becerileri arasındaki ilişkinin incelenemesi / Investigation of the relationship between bonding styles and problem-solving skills in high school (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
