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Ebeveyn Akademik Başarı Baskısı ve Desteği Ölçeğinin Psikometrik Değerlendirmeleri ve Yapısal Geçerlik: Ortaokul ve Lise Öğrencileri

Year 2016, Volume: 17 Issue: 1, 62 - 83, 09.07.2016
https://doi.org/10.12984/eed.07848

Abstract

Bazı ebeveynler daha iyi bir eğitim için çocuklarına destek sunabilirler. Ancak bazı ebeveynler çocuklarının daha iyi bir eğitim alması için en iyi yolun baskı olduğunu düşünebilir. Bu araştırma, ebeveynlerin bu iki yoldan birini tercihi ile ortaya çıkabilecek, olumlu olumsuz sonuçları belirlemeye dönük bir ölçme aracının geliştirilmesine yöneliktir. Bu amaçla iki farklı çalışma yapılmıştır. Bu çalışmaların katılımcıları birinci çalışmada 536, ikinci çalışmada 529 ortaokul ve lise öğrencisidir. Çalışma verileri Denizli il merkezinde bulunan  ortaokul ve liselerden elde edilmiştir. Birinci çalışma verileriyle ölçeğin faktör yapısı ve iç tutarlığı hesaplanmıştır. İkinci çalışmada, ölçeğin bileşen ve ayırt edici geçerliği yapılmıştır. Çalışmada, Rosenberg benlik saygısı ölçeği, başarı yönelimleri ölçeği, içsel motivasyon ve sınav kaygısı için motivasyon ve öğrenme stratejileri ölçeği alt ölçekleri ile birlikte öğrencilerin not ortalamaları kullanılmıştır. Sonuçta, ebeveyn akademik başarı baskısı ve desteği ölçeğinin (EABBDÖ) hem ortaokul ve hem de lise öğrencileri için ebeveyn akademik başarı baskısı ölçeği (EABBÖ) ve ebeveyn akademik başarı desteği ölçeği (EABDÖ) geçerli ve güvenilir bir şekilde ölçebilecek nitelikte bir ölçme aracı olduğu saptanmıştır.

References

  • Kaynaklar
  • Ablard, K. E. ve Parker, W. D. ( 1997). Parents' Achievement Goals and Perfectionism in
  • Their Academically Talented Children. Journal of Youth and Adolescence, 26(6),651- 667.
  • Adams, G. R., Ryan, B. A., Ketsetzis, M. ve Keating L. (2000). Psychology Rule Compliance
  • and Peer Sociability: A Study of Family Process, School-Focused Parent-Child Interactions, and Children's Classroom Behavior. Journal of Family Psychology, 14(2), 237-250.
  • Akın, A., & Çetin, B. (2007). Başarı Yönelimleri Ölçeği: Geçerlik ve güvenirlik çalışması.
  • Eurasian Journal of Educational Research, 26 (7), 1-12.
  • Bankston, C. L. ve Zhou, M. (2002). Being Well vs. Doing Well: Self-esteem and school
  • performance among immigrant and nonimmigrant racial and ethnic groups. International Migration Review, 36, (2) 389-415.
  • Bong, M. (2008). Effects of parent–child relationships and classroom goal structures on
  • motivation, help-seeking avoidance, and cheating. The Journal of Experimental Education, 76(2), 191–217.
  • Bronstein, P., Ginsburg, G.S. ve Herrera, I.S. (2005). Parental predictors of motivational
  • orientation in early adolescence: A longitudinal study. Journal of Youth and Adolescence, 34, 559–575.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A.
  • Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni
  • spss uygulamaları ve yorum. Ankara: Pegem yay.
  • Campbell, J.R. (1994). Differential socialization in mathematics achievement: Croos-national
  • and cross-cultural perspectives. International Journal of Educational Research, 21(7), 685-696.
  • Campbell, J. R., & Verna, M. A. (2007). Effective parental influence: Academic home climate
  • linked to children's achievement. Educational Research and Evaluation, 13(6), 501-519.
  • Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong
  • Kong adolescents' academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs,131(2), 77-127.
  • Çuhadaroglu, F. (1986) Adolesanlarda benlik saygısı. Yayınlanmamış Uzmanlık Tezi
  • Hacettepe Üniversitesi, Tıp Fakültesi, Psikiyatri Bölümü, Ankara.
  • Dandy, J., & Nettelbeck, T. (2002). A cross-cultural study of parents'
  • academic standards and
  • educational aspirations for their children. Educational Psychology, 22(5), 621-627.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
  • behavior. Springer Science & Business Media.
  • Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation,
  • cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59.
  • Ethington, C. A. (1991). A test of a model of achievement behaviors. American Educational
  • Research Journal, 28(1), 155-172.
  • Ergene, T., & Yıldırım, İ. (2004). Depression levels of students preparing for university
  • entrance exams. Journal of Psychiatry and Psychopharmacology, 12(2), 91-100.
  • Georgiou, S. N. (1999). Parental attributions as predictors of involvement and influences on
  • child achievement. British Journal of Educational Psychology, 69(3), 409-429.
  • Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic
  • motivational orientation and academic performance. Child development, 64(5), 1461-1474.
  • Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the
  • relationship between parental involvement and student motivation. Educational psychology review, 17(2), 99-123.
  • Gorsuch, R. L. (1997). Exploratory factor analysis: Its role in item analysis. Journal of
  • Personality Assessment, 68(3), 532-560.
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational
  • practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104.
  • Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A
  • multidimensional conceptualization and motivational model. Child development, 65(1), 237-252.
  • Hatcher, L. (1994). A step-by-step approach to using the SAS system for factor analysis and
  • structural equation modeling. Cary, NC: SAS Institute, Inc.
  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic
  • assessment of the strategies that promote achievement.Developmental psychology, 45(3), 740-763.
  • Hu, L. & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure
  • analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Jacobs, N., & Harvey, D. (2005). Do parents make a difference to children’s academic
  • achievement? Differences between parents of higher and lower achieving students. Educational studies, 31(4), 431-448.
  • Janos, P. M., Fung, H. C., & Robinson, N. M. (1985). Self-concept, self-esteem, and peer
  • relations among gifted children who feel" different".Gifted Child Quarterly, 29(2), 78-82.
  • Jöreskog, K.G., & Sörbom, D. (2004). LISREL 8.71 for Windows [Computer Software].
  • Lincolnwood, IL: Scientific Software International, Inc.
  • Kapıkıran, Ş. & Kapıkıran, N. (2009). Ergenlerin algılanan anne-baba başarı baskısı ve
  • desteği ölçeğinin geliştirilmesine yönelik bir ön çalışma. X. Ulusal Psikolojik Danışma
  • ve Rehberlik Kongresinde sunulmuş sözlü bildiri. Çukurova Üniversitesi, Adana.
  • Kapıkıran, Ş. & Özgüngör, S. (2009). Ergenlerin sosyal destek düzeylerinin akademik başarı
  • ve güdülenme düzeyi ile işkileri. Çocuk ve Gençlik Ruh Sağlığı Dergisi 16(1), 21-30.
  • Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö.E., Çakmak, E.K. Ve Demirel, F. (2008). The
  • Turkish Adaptation Study Of Motivated Strategies For Learning Questionnaire (MSLQ) For 12–18 Year Old Children: Results Of Confirmatory Factor Analysis. The Turkish Online Journal Of Educational Technology – Tojet, 7(4), 1303-6521.
  • Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher's
  • guide. Sage. s.56
  • Ketsetzis, M., Ryan, B. A. & Adams, G. R.(1998). Family Processes, Parent-Child
  • Interactions, and Child Characteristics Influencing School-Based Social Adjustment Journal of Marriage and Family, 60(2), 374-387.
  • Kılıcı, E. (2013) Türkiye'de dershaneye giden öğrenci sayısı birçok ülkedekinden az.
  • http://www.hurriyet.com.tr/egitim/24460386.asp.
  • Kim, U. & Park, Y. S. (2006). Indigenous psychological analysis of academic achievement in
  • Korea: The influence of self-efficacy, parents and culture. Internatıonal Journal of Psychology, 41(4), 287–292.
  • Koutsoulis, M. K., & Campbell, J. R. (2001). Family processes affect students' motivation,
  • and science and math achievement in Cypriot high schools.Structural Equation Modeling, 8(1), 108-127.
  • Lau, Y. K. (2006). Nonresidential fathering and nonresidential mothering in a Chinese
  • context. The American Journal of Family Therapy, 34(4), 373-394.
  • Levpušcek, M. P., & Zupancic, M. (2008). Math achievement in early adolescence: The role
  • of parental involvement, teachers’ behavior, and students’ motivational beliefs about math. The Journal of Early Adolescence.November, 5, 1-30.
  • Luthar, S. S., & Becker, B. E. (2002). Privileged but pressured? A study of affluent youth.
  • Child development, 73(5), 1593.
  • Ma, X. (2003). Measuring up: Academic performance of Canadian immigrant children in
  • reading, mathematics, and science. Journal of International Migration and Integration/Revue de l'integration et de la migration internationale,4(4), 541-576.
  • Milli Eğitim Bakanlığı (MEB) ( 2013), Milli Eğitim Bakanlığı, 2013 Faaliyet raporu. S.44-
  • file:///C:/ Users/ tt/ Desktop /30032306, meb, 2013, idare faaliyet raporu.pdf.
  • Otsuka, S. (2006). Cultural influences on academic performance in Fiji: A case study in the
  • Nadroga/Navosa province.
  • Riley, P. J. (2003). The relationshıp between parental warmth and parental pressure to
  • achieve with adolescent depressıon and anxıety ın china. Unpublished dissertation, University of Maryland at College Park.
  • Ryan, B. A., and Adams, G. R. (1995). The family-school relationships model. In Ryan, B.
  • A., Adams, G. R., Gullotta, T. P., Weissberg, R. P., and Hampton, R. L. (eds.), The FamilySchool Connection: Theory, Research, and Practice, Sage, Thousand Oaks, CA, pp. 3– 28.
  • Schmitt, D. P., & Allik, J. (2005). Simultaneous administration of the
  • Rosenberg self-esteem
  • scale in 53 nations: exploring the universal and culture-specific features of global self-esteem. Journal of Personality and Social Psychology, 89(4), 623–642.
  • Stevenson, H. W., Lee, S. Y., Chen, C., Stigler, J. W., Hsu, C. C., Kitamura, S., & Hatano, G.
  • (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of the society for research in child development, 55(1/2), 1-119.
  • Tang, M. (2007). Psychological effects on being perceived as a “model minority” for Asian
  • Americans. New Waves: Educational Research and Development, 11(3), 11-16.
  • Tomiki, K. (2000). Achievement motivation and psychological well-being in Asian American
  • college students: The contribution of intergenerational congruence of academic expectations (Doctoral dissertation, University of California, Berkeley).
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics. Boston: Allyn and
  • Bacon.
  • Tam, V. C., & Chan, R. M. (2009). Parental Involvement in Primary Children's Homework in
  • Hong Kong. School Community Journal, 19(2), 81-100.
  • Unger, D. G., McLeod, L. E., Brown, M. B., & Tressell, P. A. (2000). The role of family
  • support in interparental conflict and adolescent academic achievement. Journal of Child and Family Studies, 9(2), 191-202.
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research a content analysis
  • and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.
  • Yıldırım, İ. (2006). Akademik başarının yordayıcısı olarak gündelik sıkıntılar ve sosyal
  • destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30) 258-267.
  • Yıldırım, İ., Gençtanırım, D., Yalçın, İ., & Baydan, Y. (2008). Sınav kaygısının yordayıcıları
  • olarak akademik başarı, mükemmelliyetçilik ve sosyal destek.Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 287-96.
Year 2016, Volume: 17 Issue: 1, 62 - 83, 09.07.2016
https://doi.org/10.12984/eed.07848

Abstract

References

  • Kaynaklar
  • Ablard, K. E. ve Parker, W. D. ( 1997). Parents' Achievement Goals and Perfectionism in
  • Their Academically Talented Children. Journal of Youth and Adolescence, 26(6),651- 667.
  • Adams, G. R., Ryan, B. A., Ketsetzis, M. ve Keating L. (2000). Psychology Rule Compliance
  • and Peer Sociability: A Study of Family Process, School-Focused Parent-Child Interactions, and Children's Classroom Behavior. Journal of Family Psychology, 14(2), 237-250.
  • Akın, A., & Çetin, B. (2007). Başarı Yönelimleri Ölçeği: Geçerlik ve güvenirlik çalışması.
  • Eurasian Journal of Educational Research, 26 (7), 1-12.
  • Bankston, C. L. ve Zhou, M. (2002). Being Well vs. Doing Well: Self-esteem and school
  • performance among immigrant and nonimmigrant racial and ethnic groups. International Migration Review, 36, (2) 389-415.
  • Bong, M. (2008). Effects of parent–child relationships and classroom goal structures on
  • motivation, help-seeking avoidance, and cheating. The Journal of Experimental Education, 76(2), 191–217.
  • Bronstein, P., Ginsburg, G.S. ve Herrera, I.S. (2005). Parental predictors of motivational
  • orientation in early adolescence: A longitudinal study. Journal of Youth and Adolescence, 34, 559–575.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A.
  • Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni
  • spss uygulamaları ve yorum. Ankara: Pegem yay.
  • Campbell, J.R. (1994). Differential socialization in mathematics achievement: Croos-national
  • and cross-cultural perspectives. International Journal of Educational Research, 21(7), 685-696.
  • Campbell, J. R., & Verna, M. A. (2007). Effective parental influence: Academic home climate
  • linked to children's achievement. Educational Research and Evaluation, 13(6), 501-519.
  • Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong
  • Kong adolescents' academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs,131(2), 77-127.
  • Çuhadaroglu, F. (1986) Adolesanlarda benlik saygısı. Yayınlanmamış Uzmanlık Tezi
  • Hacettepe Üniversitesi, Tıp Fakültesi, Psikiyatri Bölümü, Ankara.
  • Dandy, J., & Nettelbeck, T. (2002). A cross-cultural study of parents'
  • academic standards and
  • educational aspirations for their children. Educational Psychology, 22(5), 621-627.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
  • behavior. Springer Science & Business Media.
  • Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation,
  • cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59.
  • Ethington, C. A. (1991). A test of a model of achievement behaviors. American Educational
  • Research Journal, 28(1), 155-172.
  • Ergene, T., & Yıldırım, İ. (2004). Depression levels of students preparing for university
  • entrance exams. Journal of Psychiatry and Psychopharmacology, 12(2), 91-100.
  • Georgiou, S. N. (1999). Parental attributions as predictors of involvement and influences on
  • child achievement. British Journal of Educational Psychology, 69(3), 409-429.
  • Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic
  • motivational orientation and academic performance. Child development, 64(5), 1461-1474.
  • Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the
  • relationship between parental involvement and student motivation. Educational psychology review, 17(2), 99-123.
  • Gorsuch, R. L. (1997). Exploratory factor analysis: Its role in item analysis. Journal of
  • Personality Assessment, 68(3), 532-560.
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational
  • practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104.
  • Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A
  • multidimensional conceptualization and motivational model. Child development, 65(1), 237-252.
  • Hatcher, L. (1994). A step-by-step approach to using the SAS system for factor analysis and
  • structural equation modeling. Cary, NC: SAS Institute, Inc.
  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic
  • assessment of the strategies that promote achievement.Developmental psychology, 45(3), 740-763.
  • Hu, L. & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure
  • analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Jacobs, N., & Harvey, D. (2005). Do parents make a difference to children’s academic
  • achievement? Differences between parents of higher and lower achieving students. Educational studies, 31(4), 431-448.
  • Janos, P. M., Fung, H. C., & Robinson, N. M. (1985). Self-concept, self-esteem, and peer
  • relations among gifted children who feel" different".Gifted Child Quarterly, 29(2), 78-82.
  • Jöreskog, K.G., & Sörbom, D. (2004). LISREL 8.71 for Windows [Computer Software].
  • Lincolnwood, IL: Scientific Software International, Inc.
  • Kapıkıran, Ş. & Kapıkıran, N. (2009). Ergenlerin algılanan anne-baba başarı baskısı ve
  • desteği ölçeğinin geliştirilmesine yönelik bir ön çalışma. X. Ulusal Psikolojik Danışma
  • ve Rehberlik Kongresinde sunulmuş sözlü bildiri. Çukurova Üniversitesi, Adana.
  • Kapıkıran, Ş. & Özgüngör, S. (2009). Ergenlerin sosyal destek düzeylerinin akademik başarı
  • ve güdülenme düzeyi ile işkileri. Çocuk ve Gençlik Ruh Sağlığı Dergisi 16(1), 21-30.
  • Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö.E., Çakmak, E.K. Ve Demirel, F. (2008). The
  • Turkish Adaptation Study Of Motivated Strategies For Learning Questionnaire (MSLQ) For 12–18 Year Old Children: Results Of Confirmatory Factor Analysis. The Turkish Online Journal Of Educational Technology – Tojet, 7(4), 1303-6521.
  • Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher's
  • guide. Sage. s.56
  • Ketsetzis, M., Ryan, B. A. & Adams, G. R.(1998). Family Processes, Parent-Child
  • Interactions, and Child Characteristics Influencing School-Based Social Adjustment Journal of Marriage and Family, 60(2), 374-387.
  • Kılıcı, E. (2013) Türkiye'de dershaneye giden öğrenci sayısı birçok ülkedekinden az.
  • http://www.hurriyet.com.tr/egitim/24460386.asp.
  • Kim, U. & Park, Y. S. (2006). Indigenous psychological analysis of academic achievement in
  • Korea: The influence of self-efficacy, parents and culture. Internatıonal Journal of Psychology, 41(4), 287–292.
  • Koutsoulis, M. K., & Campbell, J. R. (2001). Family processes affect students' motivation,
  • and science and math achievement in Cypriot high schools.Structural Equation Modeling, 8(1), 108-127.
  • Lau, Y. K. (2006). Nonresidential fathering and nonresidential mothering in a Chinese
  • context. The American Journal of Family Therapy, 34(4), 373-394.
  • Levpušcek, M. P., & Zupancic, M. (2008). Math achievement in early adolescence: The role
  • of parental involvement, teachers’ behavior, and students’ motivational beliefs about math. The Journal of Early Adolescence.November, 5, 1-30.
  • Luthar, S. S., & Becker, B. E. (2002). Privileged but pressured? A study of affluent youth.
  • Child development, 73(5), 1593.
  • Ma, X. (2003). Measuring up: Academic performance of Canadian immigrant children in
  • reading, mathematics, and science. Journal of International Migration and Integration/Revue de l'integration et de la migration internationale,4(4), 541-576.
  • Milli Eğitim Bakanlığı (MEB) ( 2013), Milli Eğitim Bakanlığı, 2013 Faaliyet raporu. S.44-
  • file:///C:/ Users/ tt/ Desktop /30032306, meb, 2013, idare faaliyet raporu.pdf.
  • Otsuka, S. (2006). Cultural influences on academic performance in Fiji: A case study in the
  • Nadroga/Navosa province.
  • Riley, P. J. (2003). The relationshıp between parental warmth and parental pressure to
  • achieve with adolescent depressıon and anxıety ın china. Unpublished dissertation, University of Maryland at College Park.
  • Ryan, B. A., and Adams, G. R. (1995). The family-school relationships model. In Ryan, B.
  • A., Adams, G. R., Gullotta, T. P., Weissberg, R. P., and Hampton, R. L. (eds.), The FamilySchool Connection: Theory, Research, and Practice, Sage, Thousand Oaks, CA, pp. 3– 28.
  • Schmitt, D. P., & Allik, J. (2005). Simultaneous administration of the
  • Rosenberg self-esteem
  • scale in 53 nations: exploring the universal and culture-specific features of global self-esteem. Journal of Personality and Social Psychology, 89(4), 623–642.
  • Stevenson, H. W., Lee, S. Y., Chen, C., Stigler, J. W., Hsu, C. C., Kitamura, S., & Hatano, G.
  • (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of the society for research in child development, 55(1/2), 1-119.
  • Tang, M. (2007). Psychological effects on being perceived as a “model minority” for Asian
  • Americans. New Waves: Educational Research and Development, 11(3), 11-16.
  • Tomiki, K. (2000). Achievement motivation and psychological well-being in Asian American
  • college students: The contribution of intergenerational congruence of academic expectations (Doctoral dissertation, University of California, Berkeley).
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics. Boston: Allyn and
  • Bacon.
  • Tam, V. C., & Chan, R. M. (2009). Parental Involvement in Primary Children's Homework in
  • Hong Kong. School Community Journal, 19(2), 81-100.
  • Unger, D. G., McLeod, L. E., Brown, M. B., & Tressell, P. A. (2000). The role of family
  • support in interparental conflict and adolescent academic achievement. Journal of Child and Family Studies, 9(2), 191-202.
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research a content analysis
  • and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.
  • Yıldırım, İ. (2006). Akademik başarının yordayıcısı olarak gündelik sıkıntılar ve sosyal
  • destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30) 258-267.
  • Yıldırım, İ., Gençtanırım, D., Yalçın, İ., & Baydan, Y. (2008). Sınav kaygısının yordayıcıları
  • olarak akademik başarı, mükemmelliyetçilik ve sosyal destek.Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 287-96.
There are 114 citations in total.

Details

Journal Section Articles
Authors

Şahin Kapıkıran

Publication Date July 9, 2016
Published in Issue Year 2016 Volume: 17 Issue: 1

Cite

APA Kapıkıran, Ş. (2016). Ebeveyn Akademik Başarı Baskısı ve Desteği Ölçeğinin Psikometrik Değerlendirmeleri ve Yapısal Geçerlik: Ortaokul ve Lise Öğrencileri. Ege Eğitim Dergisi, 17(1), 62-83. https://doi.org/10.12984/eed.07848

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