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Ortaokul Öğrencilerinin Okul Aidiyet Duygusu ile Okul Temelli Yalnızlık Arasındaki İlişkide Okul İkliminin Aracılık Rolü /The Mediator Role of School Climate on the Relationship between Middle School Students’ Sense of School Membership and Their School L

Year 2017, Volume 8, Issue 1, 0 - 0, 30.03.2017

Abstract

Özet: Bu araştırmada, ortaokul öğrencilerinde okula aidiyet duygusu ile okul temelli yalnızlık arasında okul ikliminin aracılık rolü üstlenip üstlenmediği incelenmiştir. Araştırmada, ilişkisel modelde yordayıcı korelasyonel desen kullanılmıştır. Okul ikliminin aracı rolünün; doğrudan ve dolaylı etkilerinin belirlenmesi için YEM ve Bootstrap Yöntemi kullanılmıştır. Araştırmanın evrenini Mersin ilinin merkez ilçelerindeki ortaokul öğrencileri oluşturmaktadır. Örneklemi ise basit seçkisiz örnekleme yönteminden tabakalı örnekleme yolu ile her sosyo ekonomik düzeyden seçilen okullardan toplanan toplam 458 öğrenci oluşturmaktadır. Araştırmada, Okula Aidiyet Duygusu Ölçeği, Okul İklimi Ölçeği ve Okul Temelli Yalnızlık Ölçeği kullanılmıştır. Araştırma sonucunda okula aidiyet duygusu ile okul temelli yalnızlık arasındaki ilişkide okul ikliminin alt boyutlarının (destekleyici öğretmen davranışları, güvenli öğrenme ortamı ve olumlu akran etkileşimi) aracı rolü üstlendiği saptanmıştır. Anahtar Sözcükler: Okula aidiyet, okul iklimi, yalnızlık, aracılık Abstract This research investigates whether school climate has a mediator role on the relationship between middle school students’ sense of school membership and their school loneliness. In this research, predictive correlational design in correlational model has been preferred. SEM and Boostrap Method have been used in order to identify both direct and indirect effects of mediator role of school climate. The sample of study includes middle school students in central districts of Mersin City. The samples have been chosen with one of the simple random sampling methods, stratified sampling. At total, 458 middle school students from schools at each socio-economical level are included into research. In this study, data collection tools are The Psychological Sense Of School Membership Scale developed; School Climate Scale; and Children Loneliness Scale. At the end of study, it is found out that the subscales of school climate (supportive teacher behaviors, safe learning environment and positive peer interaction) have a mediator role on the relationship between sense of school membership and school loneliness. Keywords: School membership, School climate, loneliness

References

  • Adelabu, D. D. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Aldridge, J. ve Ala’i, K. (2013). Assessing sudents’ views of school climate: developing and validating the what’s happening ın this school? (whıts) questionnaire, Improving Schools, 16(1), 47-66.
  • Aldridge, J.M., Fraser, B.J., Fozdar, F., Ala’i, K., Earnest, J. ve Afari, E. (2016). Students’ perceptions of school climate as determinants of wellbeing, resilience and ıdentity. Improving Schools, 19(1), 5-26.
  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
  • Anderson, C.S. (1982). The search for school climate: A review of research. Review of Educational Research, 52(3), 368-420.
  • Asher, S.R., Hymel, S. ve Renshaw, P. (1984). Loneliness in children, Child Development, 55, 1456-1464.
  • Asher, S.R. ve Wheeler, V.A. (1985). Children’s loneliness: a comparison of rejected and neglected peer status. Journal of Consulting and Clinical Psychology, 53, 500-505.
  • Asher, S.R. ve Paquette, J.A. (2003). Loneliness and peer relations in childhood. Current Directions Psychological Science, 12(3), 75-78.
  • Boivin, M., Hymel, S. ve Bukowski, W.M. (1995). The role of the social withdrawal peer rejection end victimization by peers in predicting loneliness and depressed mood in children. Development and Psychopathology, 7, 765-785.
  • Booker, C. K. (2004). Exploring school belonging and academic achievement in African American adolescent. Curriculum and Teaching Dialogue, 6(2), 131-143.
  • Brookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K., ve Wisenbaker, J. M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15, 301–318.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel Araştırma Yöntemleri, (20.Baskı), Ankara: Pegem Akademi.
  • Cassidy, J. ve Asher, S.R. (1992). Loneliness and peer relationship in young children. Child Development, 63, 350-365.
  • Cemalcılar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on student’s sense of school belonging. Applied Psychology: An International Review, 59(2), 243–272.
  • Cohen, J., McCabe, E., Michelli, N ve Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180–213.
  • Çalık, T. ve Kurt, T. (2010). Okul iklimi ölçeği’nin geliştirilmesi. Eğitim ve Bilim, 157(35), 167-180.
  • Çeçen, A.R. (2008). Öğrencilerinin cinsiyetlerine ve ana-baba tutum algılarına göre yalnızlık ve sosyal destek düzeylerinin incelenmesi, Türk Eğitim Bilimleri Dergisi, 6(3), 415-431.
  • Çelik, H.E. ve Yılmaz, V. (2013). LISREL 9.1 ile Yapısal Eşitlik Modellemesi. (Yenilenmiş 2.Baskı). Ankara: Anı Yayıncılık.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2014). Sosyal Bilimler için Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. (3.Baskı). Ankara: Pegem Akademi Yayınları.
  • Demir, A. ve Tarhan, N. (2001). Loneliness and social dissatisfaction in Turkish adolescents. The Journal of Psychology, 135(1), 113-123.
  • Doğan, A. (2005). Ortaöğretim Öğrencilerinin Kural Dışı Davranış Göstermelerinde Öğrenim Hayatlarını Denetleyememe İnancı, Özsaygı ve Okula Aidiyet Duygularının Rolü. Yayınlanmış Yüksek Lisans Tezi, Mersin Üniversitesi, Mersin.
  • Duyan, V., Duyan, G. Ç., Çifçi, E. G., Sevin, Ç., Erbay, E., & Ikizoglu, M. (2008). An examination of variables affecting state of loneliness in high school students. Egitim ve Bilim, 33(150), 28.
  • Esposito, C. (1999). Learning in urban blight: School climate and its effect on the school performance of urban, minority low-income children. School Psychology Review, 28, 365–377.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. (8th edition). New York: McGraw Hill.
  • Godenow, C. (1992a). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177- 196.
  • Godenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
  • Hoy, W.K. (2003). School Climate. In J.W. Guhtrie (Ed.), Encylopedia of Education (2nd ed.), (pp. 2121-2124). New York: Thompson Gale.
  • Hunt-Sartori, M. A. (2007). The Relationdhips Among Student Membership in Groups Quality of School Life, Sense of Belongingness and Sellected Performance Factors. Unpublished doctoral dissertation, Sam Houston State University, Huntsville, Texas.
  • Karaman, Ö. (2011). İlköğretim Okullarında Şiddetin Yaygınlığı: Okul İklimi, Okul Kültürü Ve Fiziksel Özellikler (Yayınlanmamış yüksek lisans tezi). Çukurova Üniversitesi, Adana.
  • Kaya, A. (2005). Çocuklar için yalnızlık ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Eurasian Journal of Educational Research (EJER), (19).
  • Ladd, G. W., Kochenderfer, B. J. ve Coleman, C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment?. Child Development, 68(6), 1181- 1197.
  • Lubienski, S. T., Lubienski, C ve Crane, C. C. (2008). Achievement differences and school type: The role of school climate, teacher certification and ınstruction. American Journal of Education, 115, 97–138.
  • MacNeil, A. J., Prater, D. L. ve Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84.
  • Osterman, F. K. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
  • Özdemir, S., Yalın, H. İ., & Sezgin, F. (2008). Eğitim Bilimine Giriş. Ankara: Nobel Yayın Dağıtım.
  • Özdemir, S., Sezgin, F., Şirin, H., Karip, E. ve Erkan, S. (2010). İlköğretim okulu öğrencilerinin okul iklimine ilişkin algılarını yordayan değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 213- 224.
  • Peplau, L. A., Miceli, M. ve Morash, B. (1982). Loneliness and Self-Evaluation. In L. A, Peplau ve D. Perlman (Eds.), Loneliness: A Sourcebook of Currenttheory, Research and Therapy (pp. 135–151). Newbury Park, CA: Sage.
  • Renshaw, P.D. ve Brown, P.J. (1993). Loneliness in middle childhood: Concurrent and longitudinal predictors. Child Development, 64, 1271-1284.
  • Sarı, M. ve Özgök, A. (2014). Ortaokul öğrencilerinde okula aidiyet duygusu ve empatik sınıf atmosferi algısı, Gaziantep University Journal of Social Sciences, 13(2), 479-492.
  • Sarı, M. (2015). Adaptation of the psychological sense of school membership scale to Turkish. Global Journal of Human Social Science: G Linguistics & Education, 15(7), 59-64.
  • Tabachnick, B.G. ve Fidell, L.S. (2015). Çok Değişkenli İstatistiklerin Kullanımı. (Çev. Edt. M.Baloğlu). Ankara: Nobel Yayın Dağıtım.
  • Van Houtte, M. (2005). Climate or culture: A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16, 71–89.
  • Yazgan İnanç, B. ve Yerlikaya, E.E. (2010). Kişilik Kuramları. (3.Baskı). Ankara: Pegem Akademi Yayınevi.

Year 2017, Volume 8, Issue 1, 0 - 0, 30.03.2017

Abstract

References

  • Adelabu, D. D. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Aldridge, J. ve Ala’i, K. (2013). Assessing sudents’ views of school climate: developing and validating the what’s happening ın this school? (whıts) questionnaire, Improving Schools, 16(1), 47-66.
  • Aldridge, J.M., Fraser, B.J., Fozdar, F., Ala’i, K., Earnest, J. ve Afari, E. (2016). Students’ perceptions of school climate as determinants of wellbeing, resilience and ıdentity. Improving Schools, 19(1), 5-26.
  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
  • Anderson, C.S. (1982). The search for school climate: A review of research. Review of Educational Research, 52(3), 368-420.
  • Asher, S.R., Hymel, S. ve Renshaw, P. (1984). Loneliness in children, Child Development, 55, 1456-1464.
  • Asher, S.R. ve Wheeler, V.A. (1985). Children’s loneliness: a comparison of rejected and neglected peer status. Journal of Consulting and Clinical Psychology, 53, 500-505.
  • Asher, S.R. ve Paquette, J.A. (2003). Loneliness and peer relations in childhood. Current Directions Psychological Science, 12(3), 75-78.
  • Boivin, M., Hymel, S. ve Bukowski, W.M. (1995). The role of the social withdrawal peer rejection end victimization by peers in predicting loneliness and depressed mood in children. Development and Psychopathology, 7, 765-785.
  • Booker, C. K. (2004). Exploring school belonging and academic achievement in African American adolescent. Curriculum and Teaching Dialogue, 6(2), 131-143.
  • Brookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K., ve Wisenbaker, J. M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15, 301–318.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel Araştırma Yöntemleri, (20.Baskı), Ankara: Pegem Akademi.
  • Cassidy, J. ve Asher, S.R. (1992). Loneliness and peer relationship in young children. Child Development, 63, 350-365.
  • Cemalcılar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on student’s sense of school belonging. Applied Psychology: An International Review, 59(2), 243–272.
  • Cohen, J., McCabe, E., Michelli, N ve Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180–213.
  • Çalık, T. ve Kurt, T. (2010). Okul iklimi ölçeği’nin geliştirilmesi. Eğitim ve Bilim, 157(35), 167-180.
  • Çeçen, A.R. (2008). Öğrencilerinin cinsiyetlerine ve ana-baba tutum algılarına göre yalnızlık ve sosyal destek düzeylerinin incelenmesi, Türk Eğitim Bilimleri Dergisi, 6(3), 415-431.
  • Çelik, H.E. ve Yılmaz, V. (2013). LISREL 9.1 ile Yapısal Eşitlik Modellemesi. (Yenilenmiş 2.Baskı). Ankara: Anı Yayıncılık.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2014). Sosyal Bilimler için Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. (3.Baskı). Ankara: Pegem Akademi Yayınları.
  • Demir, A. ve Tarhan, N. (2001). Loneliness and social dissatisfaction in Turkish adolescents. The Journal of Psychology, 135(1), 113-123.
  • Doğan, A. (2005). Ortaöğretim Öğrencilerinin Kural Dışı Davranış Göstermelerinde Öğrenim Hayatlarını Denetleyememe İnancı, Özsaygı ve Okula Aidiyet Duygularının Rolü. Yayınlanmış Yüksek Lisans Tezi, Mersin Üniversitesi, Mersin.
  • Duyan, V., Duyan, G. Ç., Çifçi, E. G., Sevin, Ç., Erbay, E., & Ikizoglu, M. (2008). An examination of variables affecting state of loneliness in high school students. Egitim ve Bilim, 33(150), 28.
  • Esposito, C. (1999). Learning in urban blight: School climate and its effect on the school performance of urban, minority low-income children. School Psychology Review, 28, 365–377.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. (8th edition). New York: McGraw Hill.
  • Godenow, C. (1992a). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177- 196.
  • Godenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
  • Hoy, W.K. (2003). School Climate. In J.W. Guhtrie (Ed.), Encylopedia of Education (2nd ed.), (pp. 2121-2124). New York: Thompson Gale.
  • Hunt-Sartori, M. A. (2007). The Relationdhips Among Student Membership in Groups Quality of School Life, Sense of Belongingness and Sellected Performance Factors. Unpublished doctoral dissertation, Sam Houston State University, Huntsville, Texas.
  • Karaman, Ö. (2011). İlköğretim Okullarında Şiddetin Yaygınlığı: Okul İklimi, Okul Kültürü Ve Fiziksel Özellikler (Yayınlanmamış yüksek lisans tezi). Çukurova Üniversitesi, Adana.
  • Kaya, A. (2005). Çocuklar için yalnızlık ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Eurasian Journal of Educational Research (EJER), (19).
  • Ladd, G. W., Kochenderfer, B. J. ve Coleman, C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment?. Child Development, 68(6), 1181- 1197.
  • Lubienski, S. T., Lubienski, C ve Crane, C. C. (2008). Achievement differences and school type: The role of school climate, teacher certification and ınstruction. American Journal of Education, 115, 97–138.
  • MacNeil, A. J., Prater, D. L. ve Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84.
  • Osterman, F. K. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
  • Özdemir, S., Yalın, H. İ., & Sezgin, F. (2008). Eğitim Bilimine Giriş. Ankara: Nobel Yayın Dağıtım.
  • Özdemir, S., Sezgin, F., Şirin, H., Karip, E. ve Erkan, S. (2010). İlköğretim okulu öğrencilerinin okul iklimine ilişkin algılarını yordayan değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 213- 224.
  • Peplau, L. A., Miceli, M. ve Morash, B. (1982). Loneliness and Self-Evaluation. In L. A, Peplau ve D. Perlman (Eds.), Loneliness: A Sourcebook of Currenttheory, Research and Therapy (pp. 135–151). Newbury Park, CA: Sage.
  • Renshaw, P.D. ve Brown, P.J. (1993). Loneliness in middle childhood: Concurrent and longitudinal predictors. Child Development, 64, 1271-1284.
  • Sarı, M. ve Özgök, A. (2014). Ortaokul öğrencilerinde okula aidiyet duygusu ve empatik sınıf atmosferi algısı, Gaziantep University Journal of Social Sciences, 13(2), 479-492.
  • Sarı, M. (2015). Adaptation of the psychological sense of school membership scale to Turkish. Global Journal of Human Social Science: G Linguistics & Education, 15(7), 59-64.
  • Tabachnick, B.G. ve Fidell, L.S. (2015). Çok Değişkenli İstatistiklerin Kullanımı. (Çev. Edt. M.Baloğlu). Ankara: Nobel Yayın Dağıtım.
  • Van Houtte, M. (2005). Climate or culture: A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16, 71–89.
  • Yazgan İnanç, B. ve Yerlikaya, E.E. (2010). Kişilik Kuramları. (3.Baskı). Ankara: Pegem Akademi Yayınevi.

Details

Journal Section Educational Sciences and Sciences of Field Education
Authors

Bilge BAKIR AYĞAR This is me


Alim KAYA

Publication Date March 30, 2017
Published in Issue Year 2017, Volume 8, Issue 1

Cite

APA Bakır Ayğar, B. & Kaya, A. (2017). Ortaokul Öğrencilerinin Okul Aidiyet Duygusu ile Okul Temelli Yalnızlık Arasındaki İlişkide Okul İkliminin Aracılık Rolü /The Mediator Role of School Climate on the Relationship between Middle School Students’ Sense of School Membership and Their School L . e-Uluslararası Eğitim Araştırmaları Dergisi , 8 (1) , 0-0 . Retrieved from http://www.e-ijer.com/en/pub/issue/29659/318524
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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)