Okul öncesi eğitim alan ergenlerin, sosyal benlik değerlerinin problem çözme becerisine etkisi / The effect of social ego on problem solving ability of the adolescents, who have received pre-school training
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Tarih
2007
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Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma ergenlerin, `okul öncesi eğitim alması' ile ilişkili olabileceği düşünülen değişkenlerden, sosyal benliklerini değerlendirme ve problem çözme becerisi arasındaki ilişkinin incelenmesini hedeflemektedir. Çalışmanın amacı, ergenlerin, problem çözme becerilerinin düzeylerini ortaya koymak; kendi sosyal benliklerini değerlendirme düzeylerini belirlemek; okul öncesi eğitim alan -almayan ergenlerin problem çözme becerilerinde bir farklılık olup-olmadığını göstermek ve okul öncesi eğitim alan-almayan ergenler arasındaki sosyal benliklerini değerlendirme düzeylerini belirlemektir. Problem çözme ve sosyal benliklerini değerlendirme boyutunda, cinsiyetler arası farkı; okul öncesi kuruma devam eden ergenlerin, devam etme sürelerine ilişkin olarak, sosyal benlik ve problem çözme becerilerinde olan farklılaşmaların bulunması da hedeflenmiştir. Lisede okumakta olan 188 kız, 177 erkek toplam 365 öğrenci ile gerçekleştirilen araştırmada veri toplamak için Kişisel Bilgi Formu, Problem Çözme Envanteri ve Sosyal Karşılaştırma Ölçeği kullanılmıştır. Çalışmada elde edilen bulgular değerlendirilirken, ikiden fazla grup değerlendirmelerinde Oneway Anova, pos Hoc karşılaştırmalarda Tukey HSD, iki grup değerlendirmeleri t testi, niteliksel verilerin karşılaştırılmasında ise Ki-Kare testi, parametreler arası ilişkiler de Pearson korelasyon analizi kullanılmıştır. Kullanılan iki ölçeğin puanlarının etkileri ileri bir teknik olan Regresyon analizi kullanılarak değerlendirilmiştir. Analiz bulguları, cinsiyet, yaş, annenin bir işte çalışıyor olmasının sosyal benlik değerlerinin gelişmesinde ve kendilerini algılayışlarında farklılık yarattığını göstermektedir. Ergenlerin problem çözme becerilerinin ve sosyal benlik gelişiminin okul öncesi kuruma gidenler lehine olduğu görülmüştür. Problem çözme becerileri geliştikçe ergenlerin sosyal benlik gelişimi de olumlu yönde artmaktadır. Buna bağlı olarak daha az çatışma içersine girip, daha olumlu duygu ve tavır geliştirdikleri bulunan olgular arasındadır. Okul öncesi bir kuruma daha uzun süre devam eden ergenlerin, kısa süreli devam edenlere göre problem çözme becerilerinde de olumlu bir tavır takındıkları elde edilen bulgularda yer almaktadır.
This study aims to analyze the relation between the assessment of social egos and the problem solving ability, which are among the variables, contemplated to be related to the reception of pre-school education of the adolescents. The purpose of the study is to determine the problem solving abilities of the adolescents; to determine the level of their own social egos; to display whether there is a relation between the adolescents on problem solving, according to their pre-school education and to learn the levels of assessment of social ego levels between the adolescents, according to their pre-school education. Seeing the difference between the genders in problem solving and social ego assessment dimension; the disparities exclusive to the adolescents, concerning the social ego and problem solving abilities, in accordance with their education periods are also aimed to be found. In the research, performed with the participation of a total of 365 high school students, including 188 girls and 177 boys, Personal Data Form, Problem Solving Inventory and Social Comparison Scale have been used. In the evaluation of the results in the study, Oneway Anova test has been used in the assessment of groups, which has more than two; Tukey HSD test in the comperison of pos Hoc, in the assessments of two groups t test, Ki-Kare test has been used in the comparison of qualitative data, and for the realitions between the parameters are evaluated by Pearson corelation analysis. The effect of the results from the two scales used, has been evaluated by using an advanced technic, called the Regration analysis. Analysis findings show that the gender, age, the fact that the mother is working created a disparity in the development of the social ego values and self-perception. It can be stated that the problem solving ability and social ego development of the adolescents was in favor of the students, who went to pre-school institution. As their problem solving abilities develop, social ego development increases in the positive direction. Accordingly, they engage in less conflicts and develop more positive feelings and attitudes. A positive disparity is seen in the problem solving abilities of the students, who went to pre-school institutions for a long time, compared with the students, attending for a shorter time.
This study aims to analyze the relation between the assessment of social egos and the problem solving ability, which are among the variables, contemplated to be related to the reception of pre-school education of the adolescents. The purpose of the study is to determine the problem solving abilities of the adolescents; to determine the level of their own social egos; to display whether there is a relation between the adolescents on problem solving, according to their pre-school education and to learn the levels of assessment of social ego levels between the adolescents, according to their pre-school education. Seeing the difference between the genders in problem solving and social ego assessment dimension; the disparities exclusive to the adolescents, concerning the social ego and problem solving abilities, in accordance with their education periods are also aimed to be found. In the research, performed with the participation of a total of 365 high school students, including 188 girls and 177 boys, Personal Data Form, Problem Solving Inventory and Social Comparison Scale have been used. In the evaluation of the results in the study, Oneway Anova test has been used in the assessment of groups, which has more than two; Tukey HSD test in the comperison of pos Hoc, in the assessments of two groups t test, Ki-Kare test has been used in the comparison of qualitative data, and for the realitions between the parameters are evaluated by Pearson corelation analysis. The effect of the results from the two scales used, has been evaluated by using an advanced technic, called the Regration analysis. Analysis findings show that the gender, age, the fact that the mother is working created a disparity in the development of the social ego values and self-perception. It can be stated that the problem solving ability and social ego development of the adolescents was in favor of the students, who went to pre-school institution. As their problem solving abilities develop, social ego development increases in the positive direction. Accordingly, they engage in less conflicts and develop more positive feelings and attitudes. A positive disparity is seen in the problem solving abilities of the students, who went to pre-school institutions for a long time, compared with the students, attending for a shorter time.
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Pakkal. F. U. (2007). Okul öncesi eğitim alan ergenlerin, sosyal benlik değerlerinin problem çözme becerisine etkisi / The effect of social ego on problem solving ability of the adolescents, who have received pre-school training (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Sosyal Bilimleri Enstitüsü, İstanbul.
