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İlkokul dördüncü sınıf öğrencilerinin mutlulukla ilgili düşüncelerinin değerlendirilmesi: Nitel bir çalışma

Year 2020, Volume: 7 Issue: 3, 262 - 281, 31.12.2020

Faruk Caner Yam

https://doi.org/10.30900/kafkasegt.764370
Cited By: 2

Abstract

Bu araştırmada, ilkokul dördüncü sınıfa öğrencilerinin mutluluk ile ilgili görüşleri incelenmsi amaçlanmıştır. Araştırmanın çalışma grubu 36 kız ve 42 erkek olmak üzere toplam 78 öğrenciden oluşmaktadır. Araştırma nitel modellerinden olgu bilim deseninde tasarlanmıştır. Çalışmanın verileri araştırmacı tarafından geliştirilmiş olan yarı yapılandırılmış açık uçlu sorular ile toplanmıştır. Araştırmda elde edilen nitel veriler içerik analizi yöntemi ile analiz edilmiştir. İçerik analizi sonrasında dört ana tema ve çeşitli kategoriler belirlenmiştir. Ortaya çıkan temalar mutluğun tanımı, birlikte olmaktan mutlu olunan kişiler, mutlu eden durumlar ve mutluluğun zihinsel temsilleri şeklinde isimlendirilmiştir. Yapılan içerik analizi sonucuna göre çocukların mutluluğu gülümseme, eğlenme, sevilme, hayal kurma ve sevdikleri ile bir arada olmak şeklinde tanımladıkları görülmüştür. Diğer açıdan çocukların kendilerini mutlu eden durumların neler olduğu incelendiğinde bazı çocukların hediye almak, oyun oynamak, yüzmek gibi maddi şeylerden mutlu odukları görülürken, bazılarının ise sevmek, değer görmek ve sevilmek gibi manevi şeylerden mutlu oldukları görülmüştür. Ayrıca çocuklar anne, baba, dede, öğretmen ve arkadaşların yanlarında olmalarından dolayı mutlu olduklarını ifade etmişlerdir. Diğer açıdan mevcut araştırma kapsamında çocukların mutluluk ile ilgili metaforik algıları incelenmiştir. Çocukların mutluluk kavramı ile ilgili üretmiş oldukları metaforlar incelendiği zaman bazı çocukların mutluluğu olumlu yaşantılar ve doyum verici kavramlarla ilişkilendirdiği, ancak bazı çocukların mutlulukla ilgili olumsuz metaforlar ürettikleri görülmüştür. Sonuç olarak, çocukların mutlulukla çok çeşitli zihinsel imgeler oluşturduğu bulunmuştur. Elde edilen sonuçlar alan yazın ışığında tartışılmıştır.

Keywords

İlkokul öğrencisi, metafor, mutluluk, nitel araştırma,

References

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  • Alpay A. ve Eryılmaz, A. (2011). Lise öğrencilerinin öznel iyi oluşları ve okul tükenmişliği arasındaki ilişkiler . International Online Journal of Educational Sciences, 3(1), 181-199.
  • Arık, İ. A. (1998). Psikolojide bilimsel yöntem. Ankara: Çantay Kitabevi.
  • Balcı, A. (2018). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Yayıncılık.
  • Ben-Arieh, A. (2006). Is the study of the “State of Our Children” changing? Revisiting after five years. Children and Youth Services Review, 28(7), 799–811.
  • Bronfenbrenner, U. (1994). Ecological models of human development. In International Encyclopedia of Education (2nd ed.). England:Oxford Press.
  • Büyükkucak, M. (2014). Hediyeleri değil, birlikte geçirdiğiniz zamanı hatırlarlar!. http://www.milliyet.com.tr/hediyeleri-degil--birlikte-pembenar-detay-cocuk-1622854/ (Mayıs 2019 tarihinde internetten alınmıştır).
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  • Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. American Psychologist. (56), 239–249.
  • Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. Penguin.
  • Lu, L. (1995). The relationship between subjective well-being and psychosocial variables in Taiwan. The Journal of Social Psychology. (135), 351–357.
  • McAuley, C. (2019). Exploring eleven year old children’s understanding of well-being using well-bein maps: Commonalities and divergences across areas of varying levels of deprivation and ethnic diversity in an English Qualitative Study. Children and Youth Services Review, 97, 22–29.
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  • Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-301.
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Evaluation of primary school fourth grade students' thoughts about happiness: A qualitative study

Year 2020, Volume: 7 Issue: 3, 262 - 281, 31.12.2020

Faruk Caner Yam

https://doi.org/10.30900/kafkasegt.764370
Cited By: 2

Abstract

In this study, it was aimed to examine the opinions of students about happiness in the fourth grade of primary school. The study group of the research consists of 78 students, 36 girls and 42 boys. The research was designed in a qualitative model and the data were collected by a form consisting of semi-structured open-ended questions. Qualitative data obtained in the study were analyzed by content analysis method. After the content analysis, four main themes and various categories were identified. According to the results of the content analysis, it was seen that children define happiness as smile, fun, love, dream and being together with their loved ones. On the other hand, when the situations that make children happy are examined, it is seen that some children are happy with material things like buying gifts, playing, swimming, while others are happy with spiritual things such as loving, valued and loved. In addition, the children stated that they were happy that the parents, grandparents, teachers and friends were with them. On the other hand, within the scope of the current research, metaphorical perceptions of children about happiness were examined. When the metaphors produced by children about the concept of happiness are examined, it is seen that some children associate happiness with positive experiences and satisfying concepts, but some children produce negative metaphors about happiness. As a result, it was found that children have formed a wide variety of mental images related to the concept of happiness. The results obtained are discussed in the light of the literature.

Keywords

Primary school students metaphor happiness qualitative reseach

References

  • Amundson, N. E. (2011). Active engagement and the use of metaphors in employment counseling. Journal of Employment Counseling, 48(4), 182-185.
  • Alpay A. ve Eryılmaz, A. (2011). Lise öğrencilerinin öznel iyi oluşları ve okul tükenmişliği arasındaki ilişkiler . International Online Journal of Educational Sciences, 3(1), 181-199.
  • Arık, İ. A. (1998). Psikolojide bilimsel yöntem. Ankara: Çantay Kitabevi.
  • Balcı, A. (2018). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Yayıncılık.
  • Ben-Arieh, A. (2006). Is the study of the “State of Our Children” changing? Revisiting after five years. Children and Youth Services Review, 28(7), 799–811.
  • Bronfenbrenner, U. (1994). Ecological models of human development. In International Encyclopedia of Education (2nd ed.). England:Oxford Press.
  • Büyükkucak, M. (2014). Hediyeleri değil, birlikte geçirdiğiniz zamanı hatırlarlar!. http://www.milliyet.com.tr/hediyeleri-degil--birlikte-pembenar-detay-cocuk-1622854/ (Mayıs 2019 tarihinde internetten alınmıştır).
  • Bryant, F. B. and Veroff, J. (2007). Savoring: A new model of positive experience. Mahwah, NJ: Lawrence Erlbaum.
  • Bird, J. M. and Markle, R. S. (2012). Subjective well-being in school environments: promoting positive youth development through evidence-based assessment and intervention. American Journal of Orthopsychiatry, 82, 61-66.
  • Chaplin, L. N. (2009). Please may I have a bike? Better yet, may I have a hug? An examination of children’s and adolescents’ happiness. Journal of Happiness studies, 10(5), 541-562.
  • Carr, A.(2016). Pozitif psikoloji. (Çev. Şendilek, Ü.). İstanbul: Kaknüs Yayınları
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575.
  • Diener, E., Suh, E. M., Lucas, R. E. and Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276.
  • Diener, E. and Lucas, R. E. (1999). 11 personality and subjective well-being. Well-being: Foundations of hedonic psychology. Russell: Sage Foundation.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55 (1), 34-43.
  • Diener, E. ve Seligman, M. E. P., (2002). Very Happy People. Psychological Science, 13(1), 81-84.
  • Diener, M. L. and Lucas, R.E. (2004). Adults’ desires for children’s emotions across 48 countries: Associationwith individual and national characteristics. Journal of Cross-Cultural Psychology, 35, 525–547.
  • Doğan, T. (2013). Beş faktör kişilik özellikleri ve öznel iyi oluş. Doğuş Üniversitesi Dergisi, 14(1), 56-64.
  • Demiriz, S. ve Ulutaş, İ. (2016). Çocuklar ne kadar mutlu. Bazı değişkenlere göre incelenmesi. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, , 7(1), 16-24.
  • Eisenhart, M. A. and Howe, K. R. (1992). Validity in educational research. In M. LeCompte, W. Millroy, ve J. Preissle (Eds.), The handbook of qualitative research in education. (pp. 642-680). San Diego: Academic Press.
  • Engels, N., Aelterman, A., Petegem, K. V., and Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30, 127-143.
  • Fattore, T., Mason, J. and Watson, E. (2009). When children are asked about their well-being: Towards a framework for guiding policy. Child Indicators Research, 2(1), 57-77.
  • Giacomoni, C. H., Souza, L. D. and Hutz, C. S. (2014). A visão das crianças sobre a felicidade. Psicologia Escolar e Educacional, 18(1), 143-150.
  • Huebner, E. S. and Gilman, R. (2002). An introduction to the multidimensional students' life satisfaction scale. Social Indicators Research, 60(1-3), 115-122.
  • Heubner, E. S., Suldo, S. M., Valois, R. R., Darne, J. W. and Zullig, K. (2004). Brief multidimensional students’ life satisfaction scale: Sex, race, and grade effects for high school sample. Psychological Reports, 94, 351-356.
  • Hong, Y., Ra, Y. and Jang, H. (2015). A study on young children's perceptions and experiences of happiness. Asia-Pacific Journal of Research in Early Childhood Education, 9(1), 39-64.
  • Hong, Y., Kim, H. and Jeun, W. (2016). A study on what makes young children happy. Asia-Pacific Journal of Research in Early Childhood Education, 10(2), 47-70.
  • Honig, A. S. and Brophy, H. E. (1996). Talking with your baby: family as the first school. Syracuse: Syracuse University Press.
  • Hwang, H., Kim, M. and Tak, J. (2013). A study of five-year-old children`s happiness as measured by the cognition of being happy and the condition of happiness. The Journal of Eco-Early Childhood Education, 12(4), 93-122.
  • Jensen, D. (2006). Metaphors as a bridge to understanding educational and social contexts. International Journal of Qualitative Methods, 5(1), 36-54.
  • Joshanloo, M. (2013). The influence of fear of happiness beliefs on responses to the satisfaction with life scale. Personality and Individual Differences, 54, 647-651.
  • Kantarcıoğlu, S. (1998). Anaokulunda eğitim. Öğretmen kitapları dizisi. İstanbul: MEB Yayınları.
  • Karabay, Ş. O. ve Aydın, D. G. (2017). Farklı geçmiş yaşantılardan gelen çocukların mutluluk ve gelecek ile ilgili görüşleri. İlköğretim Online, 16(4), 1816-1828.
  • Konu, A. I., Lintonen, T. P. and Autio, V. J. (2002). Evaluation of well-being in schools–a multilevel analysis of general subjective well-being. School Effectiveness and School Improvement, 13(2), 187-200.
  • Lansdown, G. (2005). Can you hear me? The right of young children to participate in decisions affecting them. Working paper 36. The Netherlands: Bernard Van Leer Foundation.
  • Lyubomirsky, S., King, L. and Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin. (131), 803–855.
  • Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. American Psychologist. (56), 239–249.
  • Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. Penguin.
  • Lu, L. (1995). The relationship between subjective well-being and psychosocial variables in Taiwan. The Journal of Social Psychology. (135), 351–357.
  • McAuley, C. (2019). Exploring eleven year old children’s understanding of well-being using well-bein maps: Commonalities and divergences across areas of varying levels of deprivation and ethnic diversity in an English Qualitative Study. Children and Youth Services Review, 97, 22–29.
  • Myers, D. G. and Diener, E. (1995). Who is happy?. Psychological Science, 6(1), 10-19.
  • Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-301.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and interpretation. San Francisco: Jos sey-Bass.
  • Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of counseling psychology, 52(2), 250-260.
  • Mahon, N. E. and Yarcheski, A. (2002). Alternative theories of happiness in early adolescents. Clinical Nursing Research, 11, 306–323.
  • Miller, J. (2009). Never too young. how young children can take responsibility and make decisions. London: Save the Children Press.
  • O’Farrelly, C., Booth, A., Tatlow-Golden, M. and Barker, B. (2020). Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly, 50, 3-16.
  • O'Rourke, J. and Cooper, M. (2010). Lucky to be happy: A study of happiness in Australian primary students. Australian Journal of Educational and Developmental Psychology, 10, 94-107.
  • Park, N. and Peterson, C. (2006). Character strengths and happiness among young children: content analysıs of parental descriptions. Journal of Happiness Studies, 7(3), 323–341.
  • Park, S. and Lee, M. (2013). Social recognition as a determinant of happiness. Society and Theory, 23, 361-391.
  • Park, K. and Wang, S. (2019). Youth activities and children’s subjective well-being in korea. Journal of Happiness Studies, 20(7), 2351-2365.
  • Richter, A. Gilbert, P. and McEwan, K. (2009). Development of an early memories of warmth and safeness scale and ıts relationship to psychopathology. Psychology and Psychotherapy: Theory, Research and Practice, (82), 171-184.
  • Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081.
  • Sargeant, J. (2010). The altruism of pre-adolescent children’s perspectives on ‘worry’and ‘happiness’ in Australia and England. Childhood, 17(3), 411-425.
  • Sabolova, K. Birdsey, N., Stuart-Hamilton, I., and Cousins, A. L. (2020). A cross-cultural exploration of children’s perceptions of wellbeing: Understanding protective and risk factors. Children and Youth Services Review, 110, 1-10.
  • Seligman, M. E. P. and Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
  • Seligman, M. (2002). Authentic happiness: using the new positive psychology to realize your potential for lasting fulfillment. New York, NY: Free Press
  • Seligman, M. E. P. Ernst, R. M., Gillham, J., Reivich, K., and Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311.
  • Seligman, M. E. (2012). Flourish: A visionary new understanding of happiness and well-being. Free Press: Simonschuster. Simon, J. L. (1985). Basic research methods in social science. (Third edition). New York: Random House.
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  • Thoilliez, B. (2011). How to grow up happy: An exploratory study on the meaning of happiness from children’s voices. Child Indicators Research, 4(2), 323-351.
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There are 71 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Faruk Caner Yam 0000-0001-8392-9576

Publication Date December 31, 2020
Submission Date July 5, 2020
Published in Issue Year 2020 Volume: 7 Issue: 3

Cite

APA Yam, F. C. (2020). İlkokul dördüncü sınıf öğrencilerinin mutlulukla ilgili düşüncelerinin değerlendirilmesi: Nitel bir çalışma. E-Kafkas Journal of Educational Research, 7(3), 262-281. https://doi.org/10.30900/kafkasegt.764370

Cited By

Fen Lisesi Öğrencilerinin Mutlulukla İlgili Düşüncelerinin İncelenmesi
Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
https://doi.org/10.53444/deubefd.1262916
Unwrapping the Gift Box: Exploring School Children’s Happiness and Unhappiness in Türkiye, from a Causality Perspective
Participatory Educational Research
https://doi.org/10.17275/per.22.123.9.5
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