Cilt 8 Sayı 44 (2020)

Araştırma Makalesi

Çocuklarda Okul Doyumu ile Derse Katılmama Durumundaki Zaman Yönelimi ve Algılanan Kontrol Arasındaki İlişkinin İncelenmesi

Yayımlandı 31.01.2020

  • Gülfem Meylan Şahinbaş Millî Eğitim Bakanlığı
  • Ali Eryılmaz Yıldız Teknik Üniversitesi image/svg+xml
  • Özkan Sapsağlam Yıldız Teknik Üniversitesi image/svg+xml
Cilt 8 Sayı 44 kapak

Abstract

An Investigation of the Relationship Between School Satisfaction During the Time Orientation Classroom Disengagement and Perceived Control

School satisfaction is the state in which a student enjoys the educational process and the time he/she spends at school. High level of school satisfaction positively affects students’ academic achievement and self-image and contributes to their social development. Some other individual characteristics such as attending to lessons, attention, recall and perceived control affect learning outcomes and academic achievement. This study was conducted with 3rd and 4th grade students at primary school level 253 students from private and public primary schools participated in the study. Personal Information Form, Overall School Satisfaction Scale for Children, Time Orientation during Classroom Disengagement Scale for primary school children, and General Perceived Control Scale for primary school children were used as data collection tools. Quantitative data analysis methods were used in the research which is based on quantitative research approach and correlational survey design. In the data analysis process, t test and multiple regression analysis were used. There was no difference in school satisfaction of students based on gender and grade level. Results revealed that total time orientation during classroom disengagement, the first variable that was investigated in terms of its effect on school satisfaction, explained the students’ school satisfaction in a significant and negative way.

Keywords Perceived control, school satisfaction, classroom disengagement, time orientation

Öz

Okul doyumu öğrencinin eğitim sürecinden ve okulda geçirdiği zamandan keyif almasıdır. Okul doyumunun yüksek olması öğrencinin akademik başarısını ve benlik imajını olumlu etkiler ve sosyal gelişimine katkıda bulunur. Bununla birlikte çocuğun akademik başarısını belirleyen başka unsurlar da bulunmaktadır. Derse katılım, dikkat, hatırlama ve algılanan kontrol gibi diğer bazı bireysel özellikler öğrenme çıktıları ve akademik başarı üzerinde etkili olmaktadır. Bu araştırma özel ve resmi bir ilkokulda 3. ve 4. sınıf düzeyinde öğrenim gören 253 öğrenci ile yürütülmüştür. Veri toplama araçları olarak, öğrencilerin demografik bilgilerinin yer aldığı Kişisel Bilgi Formu, Okul Doyumu Ölçeği, İlköğretim Çocukları İçin Derse Katılmama Durumundaki Zaman Yönelimi Ölçeği ve yine İlköğretim Çocukları İçin Genel Algılanan Kontrol Ölçeği kullanılmıştır. Nicel araştırma yaklaşımı ve ilişkisel tarama deseni üzerine kurgulanan araştırmada, nicel veri analiz yöntemleri kullanılmıştır. Veri analiz sürecinde t testi ve çoklu regresyon analizinden yararlanılmıştır. Öğrencilerin, okul doyumu açısından cinsiyete ve sınıf düzeyine dayalı bir fark bulunmamıştır. Okul doyumuna etkisi incelenen ilk değişken olan derse katılmama durumundaki toplam zaman yöneliminin öğrencilerin okul doyumlarını anlamlı ve negatif yönde açıkladığı görülmüştür.

Anahtar Kelimeler Algılanan kontrol, okul doyumu, derse katılmama, zaman yönelimi

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Kaynakça

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