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Üniversite Öğrencilerinin Bağlanma Stilleri ve Mesleklerindeki Önemi

Attachment Style in University Students and Its Importance for Their Professional Work

Journal Name:

  • Eğitim ve Gelecek Dergisi

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

Author NameFaculty of Author
Abstract (2. Language): 
The purpose of the study was to explore the attachment styles in university students, future primary school teachers, preschool teachers and social pedagogues. The study sample consisted of 619 students from the Faculty of Education in Ljubljana. The Relationship Questionnaire (Bartholomew & Horowitz, 1991) was used to analyze the attachment styles: secure, preoccupied, fearful and dismissing. Results showed a relatively high level of secure attachment style among primary education and social pedagogy students, whereas in preschool education students the level was moderate and significantly lower. Cluster analysis confirmed two configurations of attachment styles: predominantly secure (including 71.7% primary education, 66.1% social pedagogy and 59.3% preschool education students), and a cluster of predominantly fearful-preoccupied attachments. Detailed analysis of insecure attachment indicated that about one half of the students in each group reported at least one “risky” attachment style.
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Abstract (Original Language): 
Bu çalışmanın amacı, geleceğin okul öncesi, sınıf öğretmenleri ve sosyal pedagogları olacak üniversite öğrencilerinin bağlanma stillerini araştırmaktır. Araştırmanın örneklemini, Slovenya’da bulunan Ljubljana Üniversitesi Eğitim Fakültesi’nde öğrenim görmekte olan 639 öğrenci oluşturmaktadır. Bartholomew & Horowitz ( 1991) tarafından geliştirilen ilişki ölçeği kullanılarak; güvenli, saplantılı, korkulu ve kayıtsız bağlanma stilleri analiz edilmiştir. Araştırmada elde edilen sonuçlara gore; okul öncesi eğitim öğrencilerinin bağlanma stili arasında orta düzeyde ve anlamlı derecede düşük bir ilişki görülürken ilköğretim ve sosyal pedogoji öğrencilerinin güvenli bağlanma stilinin nispeten yüksek olduğu ortaya çıkmıştır. Küme analizi de her iki bağlanma stilleri yapılandırmalarını doğrulamıştır: ağırlıklı olarak güvenli (ilköğretim öğrencileri %71.7, sosyal pedagoji öğrencileri %66.1 ve okul öncesi eğitimi öğrencileri %59.3). Güvensiz bağlanma stilinin ayrıntılı analizi ise her gruptaki öğrencilerin yaklaşık yarısının en az bir “riskli” bağlanma stili ifade ettiklerini göstermiştir.
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