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Covid-19 Sürecinde Eğitime Devam Eden Öğrencilerin Sınav Kaygısı ve Psikolojik Sağlamlıklarının Karma Metodoloji ile İncelenmesi

Year 2021, Volume: 18 Issue: 44, 7818 - 7854, 26.12.2021
https://doi.org/10.26466/opus.936008

Abstract

Bu çalışmada, pandemi sürecinde online eğitim gören on ikinci sınıf öğrencilerinin sınav kaygısı ve psikolojik sağlamlıklarının çeşitli değişkenler ve katılımcı görüşleri açısından incelenmesi amaçlanmıştır. Araştırmanın örneklemini, uygun örnekleme yöntemi kullanılarak seçilmiş olan 401 lise öğrencisi oluşturmuştur. Araştırmada Westside Sınav Kaygısı Ölçeği, Çocuk ve Gençler için Psikolojik Sağlamlık Ölçeği, Kişisel Bilgi Formu ve Yarı Yapılandırılmış Görüşme Formu veri toplama aracı olarak kullanılmıştır. Araştırmadan elde edilen bulgular sonucunda kız öğrencilerin online eğitim sürecine devam ederken yaşadıkları sınav kaygısının erkek öğrencilere göre daha yüksek olduğu ama psikolojik sağlamlıklarının cinsiyet değişkenine göre anlamlı farklılık göstermediği görülmüştür. Sınav kaygısı puanlarının okul türü değişkenine göre istatistiksel olarak anlamlı derecede farklılaşmadığı ama psikolojik sağlamlık puanlarının anlamlı farklılık gösterdiği görülmüştür. Öğrencilerin sınav kaygısını başaramama korkusu ve heyecan olarak adlandırdıkları; Covid-19 sürecinde kaygının arttığı ve sınavlara konsantre olamadıkları; psikolojik sağlamlık kavramını ise güçlü olma, mutlu olma ve sağlam olma olarak nitelendirdikleri; psikolojik sağlamlıklarını korumak için spor yaptıkları, müzik dinledikleri ve aileleri ile vakit geçirdiklerini aynı zamanda sosyal medyayı kullanmaktan uzak durmaya gayret ettikleri bulgularına ulaşılmıştır.

References

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  • Duan, L. ve Zhu, G. (2020). Psychological interventions for people affected by the Covid-19 epidemic. Lancet Psychiatry, 7, 300–302.
  • Fegert, J., Vitiello, B., Plener, P. ve Clemens, V. (2020). Challenges and burden of the Coronavirus 2019 (Covid-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14, 20.
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  • Gibson, H. (2014). A conceptual view of test anxiety. Nursing Forum, 49(4), 267–277.
  • Guessoum, S. B., Lachal, J., Radjack, R., Carretier, E., Minassian, S., Benoit, L. ve Moro, M. R.(2020). Adolescent psychiatric disorders during the Covid-19 pandemic and lockdown. Psychiatry Research, 291, 113-264.
  • Jackson D., Firtko A. ve Edenborough M. (2007) Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review. Journal of Advanced Nursing, 60(1), 1-9.
  • Joyce, S., Shand, F., Tighe, J., Laurent, S. J., Bryant, R. A. ve Harvey, S. B. (2018). Road to resilience: A systematic review and meta-analysis of resilience training programmes and interventions. BMJ Open, 8(6), Article e017858.
  • Kara, Y. (2020). Pandemi sürecindeki öğrenci deneyimleri: Bakırköy ilçesi örneği. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(7), 165-176.
  • Kim, K. H. (2020). Covid-19. International Neurology Journal, 24(1), 1–11.
  • Kurtuncu, M. ve Kurt, A. (2020). Covid-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 66-77.
  • Liang, L., Ren, H., Cao, R., Hu, Y., Qin, Z., Li, C. ve Mei, S. (2020). The effect of Covid-19 on youth mental health. Psychiatric Quarterly, 91(3), 841-852. https://doi.org/10.1007/s11126-020-09744-3.
  • Liebenberg, L., Ungar, M. ve LeBlanc, J. C. (2013). The CYRM-12: A brief measure of resilience. Canadian Journal of Public Health, 104(2), 131-135.
  • Liu, S., Yang, L., Zhang, C., Xiang, Y.T., Liu, Z., Hu, S. ve Zhang, B. (2020). Online mental health services in China during the COVID-19 outbreak. Lancet Psychiatry, 7, 17–18.
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  • Norris, F., Tracy, M. ve Galea, S. (2009). Looking for resilience: Understanding the longitudinal trajectories of responses to stress. Social Science Medicine, 68, 2190–2198.
  • Polizzi, C., Lynn, S. J. ve Perry, A. (2020). Stress and coping in the time of Covid-19: Pathways to resilience and recovery. Clinical Neuropsychiatry, 17(2), 59-62. https://doi.org/10.36131/CN20200204.
  • Ramirez, E. R. (2007). Resilience: A new concept analysis. Nursing Forum, 42(2), 73- 82.
  • Ran, L., Wang, W., Ai, M., Kong, Y., Chen, J. ve Kuang, L. (2020). Psychological resilience, depression, anxiety, and somatisation symptoms in response to Covid-19: A study of the general population in China at the peak of its epidemic. Social Science & Medicine, 262, 113261. https://doi.org/10.1016/j.socscimed.2020.113261.
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Examination of Exam Anxiety and Psychological Resilience of Students Continuing Education in Covid-19 Process with Mixed Methodology

Year 2021, Volume: 18 Issue: 44, 7818 - 7854, 26.12.2021
https://doi.org/10.26466/opus.936008

Abstract

In this study, it is aimed to examine the test anxiety and psychological resilience of twelfth grade students who receive online education during the pandemic process in terms of various variables and participant views. The sample of the study consisted of 401 high school students who were selected using the appropriate sampling method. In the study, Westside Exam Anxiety Scale, Psychological Resilience Scale for Children and Youth, Personal Information Form and Semi-Structured Interview Form were used as data collection tools. As a result of the findings obtained from the study, it was observed that the exam anxiety experienced by female students while continuing their online education process was higher than that of male students, but their psychological resilience did not differ significantly according to the gender variable. It was observed that test anxiety scores did not differ significantly according to the school type variable, but psychological resilience scores showed a significant difference. What students call test anxiety, fear of failure and excitement during the Covid-19 process; anxiety increased and they could not concentrate on exams; what they describe as psychological resilience as being strong, being happy and being solid It has been found that they do sports, listen to music and spend time with their families in order to maintain their psychological resilience, and also try to stay away from using social media.

References

  • Abuhammad, S., Khabour, O. F. ve Alzoubi, K. H. (2020). COVID-19 contact-tracing technology: Acceptability and ethical issues of use. Patient Preference and Adherence, 14, 163.
  • AlAzzam, M., Suliman, M. ve ALBashtawy, M. (2017). School nurses’ role in helping children with attention-deficit/hyperactivity disorders. NASN School Nurse, 32(1), 36–38.
  • Alfoukha, M. M., Hamdan-Mansour, A. M. ve Banihani, M. A. (2019). Social and psychological factors related to risk of eating disorders among high school girls. The Journal of School Nursing, 35(3), 169–177.
  • Al-Rabiaah, A., Temsah, M. H., Al-Eyadhy, A. A., Hasan, G. M., Al-Zamil, F., Al-Subaie, S., …Somily, A. M. (2020). Middle East Respiratory Syndrome-Corona Virus (MERS-CoV) associated stress among medical students at a university teaching hospital in Saudi Arabia. Journal of Infection and Public Health, 13(5), 687–691.
  • Arslan, G. (2015). Çocuk ve Genç Psikolojik Sağlamlık Ölçeği’nin (ÇGPSÖ-12) psikometrik özellikleri: Geçerlilik ve güvenirlik çalışması. Ege Eğitim Dergisi, 16(1), 1-12.
  • Bahmani, D. S., Hatzinger, M., Gerber, M., Lemola, S., Clough, P. J., Perren, S., …Brand, S. (2016). The origins of mental toughness-Prosocial behavior and low internalizing and externalizing problems at age 5 predict higher mental toughness scores at age 14. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01221.
  • Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during Covid-19 pandemic. Journal of Loss and Trauma, 25(8), 635-642. https://doi.org/ 10.1080/15325024.2020.1769300.
  • Bethell, C. D., Newacheck, P., Hawes, E. ve Halfon, N. (2014). Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106-2115.
  • Block, J. ve Kremen, A. M. (1996). IQ and ego resiliency: Conceptual and empirical connections and separateness. Journal of Personality and Social Psychology, 70(2), 349-361.
  • Brooks, B. D., Alshafei, D. ve Taylor, L. A. (2015). Development of the test and examination anxiety measure (TEAM). Psi Chi Journal of Psychological Research, 20(1), 2–10.
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N. ve Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920.
  • Buz, S. ve Genç, B. (2019). Sosyal hizmet uzmanları için psikolojik dayanıklılığın önemi. Toplum ve Sosyal Hizmet, 30(2), 623-642.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J. ve Zheng, J. (2020). The psychological impact of the Covid-19 epidemic on college community mental health journal 13 students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/jpsychres. 2020.112934.
  • Chen, Q., Liang, M., Li, Y., Guo, J., Fei, D., Wang, L., …Zhang, Z. (2020). Mental health care for medical staff in China during the COVID-19 outbreak. Lancet Psychiatry, 7, 15–16.
  • Creswell, J. W. ve Plano Clark, V. L. (2015). Karma yöntem araştırmaları tasarımı ve yürütülmesi (Y. Dede ve S. B. Demir, Çev. Ed.). Ankara: Anı Yayıncılık.
  • Crone, E. A. ve Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 350–636.
  • Çelebi, G. Y. (2020). Covid 19 Salgınına ilişkin tepkilerin psikolojik sağlamlık açısından incelenmesi. IBAD Sosyal Bilimler Dergisi, 8, 471-483.
  • Çiçek, B. ve Almalı, V. (2020). Covid-19 pandemisi sürecinde kaygı öz-yeterlilik ve psikolojik iyi oluş arasındaki ilişki: Özel sektör ve kamu çalışanları karşılaştırması. Turkish Studies, 15(4), 241-260.
  • Duan, L. ve Zhu, G. (2020). Psychological interventions for people affected by the Covid-19 epidemic. Lancet Psychiatry, 7, 300–302.
  • Fegert, J., Vitiello, B., Plener, P. ve Clemens, V. (2020). Challenges and burden of the Coronavirus 2019 (Covid-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14, 20.
  • Field, A. (2009). Discovering statistics using SPSS (Third Edition). London: SAGE Press.
  • Genç, M. F. ve Gümrükçüoğlu, S. (2020). Koronavirüs (Covid-19) sürecinde ilâhiyat fakültesi öğrencilerinin uzaktan eğitime bakışları. Turkish Studies, 15(4), 403-422.
  • Gibson, H. (2014). A conceptual view of test anxiety. Nursing Forum, 49(4), 267–277.
  • Guessoum, S. B., Lachal, J., Radjack, R., Carretier, E., Minassian, S., Benoit, L. ve Moro, M. R.(2020). Adolescent psychiatric disorders during the Covid-19 pandemic and lockdown. Psychiatry Research, 291, 113-264.
  • Jackson D., Firtko A. ve Edenborough M. (2007) Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review. Journal of Advanced Nursing, 60(1), 1-9.
  • Joyce, S., Shand, F., Tighe, J., Laurent, S. J., Bryant, R. A. ve Harvey, S. B. (2018). Road to resilience: A systematic review and meta-analysis of resilience training programmes and interventions. BMJ Open, 8(6), Article e017858.
  • Kara, Y. (2020). Pandemi sürecindeki öğrenci deneyimleri: Bakırköy ilçesi örneği. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(7), 165-176.
  • Kim, K. H. (2020). Covid-19. International Neurology Journal, 24(1), 1–11.
  • Kurtuncu, M. ve Kurt, A. (2020). Covid-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 66-77.
  • Liang, L., Ren, H., Cao, R., Hu, Y., Qin, Z., Li, C. ve Mei, S. (2020). The effect of Covid-19 on youth mental health. Psychiatric Quarterly, 91(3), 841-852. https://doi.org/10.1007/s11126-020-09744-3.
  • Liebenberg, L., Ungar, M. ve LeBlanc, J. C. (2013). The CYRM-12: A brief measure of resilience. Canadian Journal of Public Health, 104(2), 131-135.
  • Liu, S., Yang, L., Zhang, C., Xiang, Y.T., Liu, Z., Hu, S. ve Zhang, B. (2020). Online mental health services in China during the COVID-19 outbreak. Lancet Psychiatry, 7, 17–18.
  • Luthar, S. S., Cicchetti, D. ve Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
  • Masten, A. S. ve Gewirtz, A. H. (2006). Resilience in development: The importance of early childhood. İçinde R. E. Tremblay, R. G. Barr ve R. D. Peters (Edl.), Encyclopedia of early childhood development (p.1-6) http://www.childencyclopedia.com/Pages/PDF/MastenGewirtzANGxp.pdf.
  • Metin, M. (2014). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayınları.
  • Norris, F., Tracy, M. ve Galea, S. (2009). Looking for resilience: Understanding the longitudinal trajectories of responses to stress. Social Science Medicine, 68, 2190–2198.
  • Polizzi, C., Lynn, S. J. ve Perry, A. (2020). Stress and coping in the time of Covid-19: Pathways to resilience and recovery. Clinical Neuropsychiatry, 17(2), 59-62. https://doi.org/10.36131/CN20200204.
  • Ramirez, E. R. (2007). Resilience: A new concept analysis. Nursing Forum, 42(2), 73- 82.
  • Ran, L., Wang, W., Ai, M., Kong, Y., Chen, J. ve Kuang, L. (2020). Psychological resilience, depression, anxiety, and somatisation symptoms in response to Covid-19: A study of the general population in China at the peak of its epidemic. Social Science & Medicine, 262, 113261. https://doi.org/10.1016/j.socscimed.2020.113261.
  • Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58(3), 307-321.
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There are 58 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

İsmail Erol 0000-0001-8531-6001

Özge Erduran Tekin 0000-0002-4052-1914

Publication Date December 26, 2021
Acceptance Date November 2, 2021
Published in Issue Year 2021 Volume: 18 Issue: 44

Cite

APA Erol, İ., & Erduran Tekin, Ö. (2021). Covid-19 Sürecinde Eğitime Devam Eden Öğrencilerin Sınav Kaygısı ve Psikolojik Sağlamlıklarının Karma Metodoloji ile İncelenmesi. OPUS International Journal of Society Researches, 18(44), 7818-7854. https://doi.org/10.26466/opus.936008