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ÜNİVERSİTE ÖĞRENCİLERİNİN ELEŞTİREL DÜŞÜNME EĞİLİMLERİNİN YORDAYICISI OLARAK KARAR VERMEDE ÖZ SAYGI VE KARAR VERME STİLLERİ

SELF-ESTEEM AND DECISION MAKING STYLES IN DECISION MAKING AS THE PREDICTORS OF CRITICAL THINKING DISPOSITIONS OF UNIVERSITY STUDENTS

Journal Name:

  • Turkish Studies

Publication Year:

  • 2017
DOI: 
http://dx.doi.org/10.7827/TurkishStudies.12505

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study has been conducted to measure the effect of self-esteem and decision making styles of university students in decision making as the predictors of critical thinking dispositions. Study sampling is composed of a total of 435 students being trained in the Faculty of Education at Mustafa Kemal University during the spring term of 2016-2017 academic year. 224 students (51,5%) are female, 211 students (48,5%) are male and mean age of the population is 21.04. In this study “The California Critical Thinking Disposition Inventory” was applied to designate students' critical thinking disposition whereas “Melbourne Decision making Scale” was employed to detect self-esteem and decision making styles in decision making. In this study multiple regression analysis was harnessed so as to unveil the effect of self-esteem and decision making styles of university students in decision making as the predictors of critical thinking dispositions. At the end of multilinear regression analysis it was identified that self-esteem, vigilance, buck-passing, procrastination and hypervigilance subscales collectively predicted significantly their critical thinking disposition in any given decision making process. It was then put forth that these five variables explained 44% of critical thinking disposition. In this study a positive and significant relationship was measured between critical thinking and decision making; a positive and significant relationship between self-esteem and vigilance; a negative and significant relationship between buck-passing, procrastination and hypervigilance styles. In parallel with the increment of self-esteem level and vigilance style scores of students while making decisions, a corresponding rise was measured in their critical thinking disposition scores. On the other hand as their scores of buck-passing, procrastination and hypervigilance styles decreased there was an identical fall in their critical thinking disposition scores. It was thus concluded that group counseling activities at universities to hone students' decision making skills would correspondingly elevate their critical thinking skills.
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Abstract (Original Language): 
Bu araştırma, üniversite öğrencilerinin eleştirel düşünme eğilimini karar vermede özsaygı ve karar verme stillerinin ne oranda yordadığını belirlemek amacıyla yapılmıştır. Araştırmanın örneklemini 2016-2017 eğitim-öğretim yılı bahar yarıyılında Mustafa Kemal Üniversitesi Eğitim Fakültesinde öğrenimine devam eden toplam 435 öğrenci oluşturmuştur.Öğrencilerin 224’ü (51,5) kız ve 211’i (%48,5) erkek olup yaş ortalamaları 21.04’tür. Araştırmada öğrencilerin eleştirel düşünme eğilimini belirlemek için “California Eleştirel Düşünme Eğilimi Ölçeği”, karar vermede özsaygı ve karar verme stillerini belirlemek için “Melbourne Karar Verme Ölçeği” kullanılmıştır. Araştırmada eleştirel düşünme eğilimlerini, karar vermede özsaygı ve karar verme stillerinin ne oranda yordadığını ortaya çıkarmak için çoklu regresyon analizi yapılmıştır. Çoklu doğrusal regresyon analizi sonucunda karar vermede özsaygı, dikkatli, kaçıngan, erteleyici ve panik alt ölçeklerinin birlikte, eleştirel düşünme eğilimini anlamlı olarak yordadığı görülmüştür. Söz konusu beş değişkenin eleştirel düşünme eğiliminin %44’ünü açıkladığı bulunmuştur. Çalışmada eleştirel düşünme ile karar vermede özsaygı ve dikkatli stil arasında pozitif yönde, kaçıngan, erteleyici ve panik stilleri arasında negatif yönde anlamlı ilişkiler bulunmuştur. Öğrencilerin karar vermede öz saygı düzeyi ve dikkatli stil puanları artıkça eleştirel düşünme eğilimi puanları da artmakta, kaçıngan, erteleyici ve panik stilleri puanları azaldıkça eleştirel düşünme eğilimi puanları da azalmaktadır. Sonuç olarak üniversite öğrencilerinin karar verme becerilerini geliştirmeye yönelik yapılacak grup rehberliği çalışmalarının onların eleştirel düşünme becerilerini de artıracağı düşünülmektedir.
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