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İlköğretim öğrencilerinde okul yaşam kalitesi ve benlik kavramı

Quality of school life and self-concept among elementary school students

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Abstract (2. Language): 
The main purpose of this study is to investigate, how much the dimensions of Children Self-Concept Scale, “Behavior”, “Intellectual and school status”, “Physical appearence and attributes”, “Anxiety”, “Popularity” and “Happiness” estimated the elementary school students’ perceptions about quality of life in their school’s. The participants of the study consist of 493 students (235 girls and 258 boys) who attended to 4th, 5th, 6th and 7th grades from four elementary schools located in Adana central province, Turkey. Quality of School Life Scale (QSLS) and “Piers-Harris Children’s Self-Concept Scale” were used as data collection tools. Stepwise regression analysis was performed to analyze the gathered data. Results show that, all dimensions of Piers-Harris Children’s Self-Concept Scale have significant correlations with quality of school life (p<.001). Results of hierarchic regression analysis show that, the variables of “Behavior”, “Popularity”, “Happiness”, “Intellectual and school status” and “Anxiety” estimated the elementary school students’ perceptions of quality of school life significantly; but the variable of “Physical appearance and attributes” has no significant contribution to the estimation. It was found that, the variable of “Behavior” has the highest contribution to the estimation of students’ quality of school life among these five variables which could be account for 29.2% of the total variance of elementary school students’ perceptions of quality of their school life.
Abstract (Original Language): 
Bu çalışmanın temel amacı, ilköğretim öğrencilerinin okullarındaki yaşam kalitesine ilişkin algılarının, benlik kavramını belirlemek amacıyla kullanılan “Piers-Harris Çocuklarda Öz-Kavramı Ölçeği”nin “Davranış”, “Zihinsel/okul durumu”, “Fiziksel görünüm”, “Kaygı”, “Gözde olma” ve “Mutluluk” alt ölçeklerinden alınan puanlar tarafından ne ölçüde yordandığını belirlemektir. Araştırma, Adana ili Seyhan ve Yüreğir merkez ilçelerinde bulunan dört ilköğretim okulunun 4., 5., 6. ve 7. sınıfına devam eden 493 öğrenci (235 kız, 258 erkek) üzerinde gerçekleştirilmiştir. “Okul Yaşam Kalitesi Ölçeği” (OYKÖ) ve “Piers-Harris Çocuklarda Öz-Kavramı Ölçeği” kullanılarak toplanan verilerin analizinde aşamalı regresyon analizi kullanılmıştır. Verilerin analizi sonucunda, “Çocuklarda Öz-Kavramı Ölçeği’nin tüm boyutlarının okul yaşam kalitesi ile anlamlı ilişkiler gösterdiği belirlenmiştir (p<.001). Yapılan aşamalı regresyon analizi sonucunda ise “Davranış”, “Gözde olma”, “Mutluluk”, “Zihinsel/okul durumu” ve “Kaygı” değişkenlerinin okul yaşam kalitesinin anlamlı yordayıcıları olduğu, “Fiziksel görünüm” değişkeninin katkısının ise anlamlı olmadığı belirlenmiştir. Öğrencilerin okul yaşam kalitesi düzeylerini yordayan beş değişkenden en yüksek yordama katkısının “Davranış” değişkenine ait olduğu görülmüştür. Bu beş değişken, ilköğretim öğrencilerinin okul yaşam kalitesi puanlarında gözlenen toplam varyansın %29.2’sini açıklamaktadır.

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