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ÖĞRETMEN ADAYLARININ BENLİK SAYGISI PUANLARI KONTROL EDİLEREK KENDİNİNİ SABOTAJ EĞİLİMLERİNİN ÇEŞİTLi DEĞİŞKENLERE GÖRE İNCELENMESİ

INVESTIGATION OF SELF-HANDICAPPING TENDENCIES OF TEACHER CANDIDATES ACCORDING TO DEMOGRAPHIC VARIABLES BY CONTROLLING SELF-ESTEEM SCORES

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DOI: 
http://dx.doi.org/10.7827/TurkishStudies.4398
Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to analyze self-handicapping tendencies of teacher candidates as to gender, type of accommodation, place of settlement, level of income, satisfaction with the undergraduate program and as to whether the undergraduate program was their ideal or not by controlling self-respect points. The sample of the research consists 4th grade of 280 voluntary selected through random sampling among 1024 students studying in different departments of Aksaray University, Faculty of Education located in Turkey. 94 students (33.6%) were female, 186 (66.4%) were male. Teacher candidates' ages ranged from 20-29. For collection data of students, a scale developed by Rhodewalt and adopted to Turkish by Akın, Abacı ve Akın (2010), and the Self-Handicapping Scale (SHS) developed by Rosenberg and adopted to Turkish by Çuhadaroğlu (1986) the Self-Esteem Scale (RSES) were used in this study. Analysis of the data, analysis of covariance (ANCOVA), Bonferroni test was used to test the source of the difference. The findings obtained from the study show that no significant difference exists in SHS points of teacher candidates corrected according to RSES points as to gender, type of accommodation, settlement they have come from, income level and as to whether the undergraduate program they have studied is their ideal or not. On the other hand, as we examined the means of SHS points corrected according to RSES points, it has been determined that the SHS points of those who were not satisfied with their undergraduate program was higher, but that the effect size of the variable concerning the satisfaction with the undergraduate program on SHS points was small.
Abstract (Original Language): 
Bu çalışmanın amacı benlik saygısı puanları kontrol edilerek öğretmen adaylarının kendini sabotaj eğilimleri cinsiyet, barınma şekli, yerleşim yeri, gelir düzeyi, lisans programından memnuniyeti ve lisansprogramının ideali olup olmadığına göre incelemektir. Araştırmanın örneklemi, Türkiye’de Aksaray Üniversitesi Eğitim Fakültesinin çeşitli bölümlerinde öğrenim gören 1024 öğrenciden seçkisiz örnekleme yoluyla belirlenen 280 gönüllü öğrenciden oluşmaktadır. Öğrencilerin tamamı 4.sınıf öğrencisidir. 94’ü (%33.6) kız, 186’sı (%66.4) erkektir. Öğretmen adaylarının yaşları 20-29 arasında değişmektedir Öğrencilerin Kendini sabotaj düzeylerini belirlemek amacıyla Rhodewalt (1990) tarafından geliştirilen ve Türkçe’ye Akın, Abacı ve Akın (2010) tarafından uyarlanan Kendini Sabotaj Ölçeği (SHS); Benlik saygısını belirlemek amacıyla Rosenberg tarafından geliştirilen ve Çuhadaroğlu (1986) tarafından Türkçe’ye uyarlanan Rosenberg Benlik Saygısı Ölçeği (RSES) ve bağımsız değişkenlerle ilgili bilgi elde etmek amacıyla araştırmacı tarafından geliştirilen Kişisel Bilgi Formu kullanılmıştır. Araştırmada verilerin analizinde Kovaryans Analizi (ANCOVA), farkın kaynağının test edilmesinde Bonferroni Testi kullanılmıştır. Araştırma sonuçlarına göre öğretmen adaylarının RSES puanlarına göre düzeltilmiş SHS puanlarında cinsiyet, barınma şekli, geldikleri yerleşim yeri, gelir düzeyi ve öğrenim gördükleri lisans programın ideali olup olmadığına göre anlamlı bir fark olmadığı bulunmuştur. Bunun yanında RSES puanlarına göre düzeltilmiş SHS puan ortalamaları incelendiğinde lisans programından memnun olmayanların SHS puanlarının daha yüksek olduğu bulunmuş, ancak lisans programından memnuniyet değişkeninin SHS puanları üzerindeki etki büyüklüğünün küçük olduğu görülmüştür. Bulgular doğrultusunda sonuçlar tartışılmış ve önerilerde bulunulmuştur.
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