Kız ergenlerin aile iletişim kalıplarının sosyal dışlanma ve yalnızlık üzerindeki etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
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Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu araştırma ortaöğretim kurumlarına giden kız ergenlerin aile iletişim kalıplarının sosyal dışlanma ve yalnızlık üzerindeki etkilerini analiz etmek için gerçekleştirilmiştir. Materyal ve Metot: Araştırma Adıyaman ilinde MEB'e bağlı resmi ortaöğretim kurumlarına giden 14-18 yaşındaki 600 kız ergen ile yapılmıştır. Veri toplama aracı olarak; Kişisel Bilgi Formu, UCLA Yalnızlık Ölçeği Kısa Formu, Ergenler İçin Ostrasızm Ölçeği ve Aile İletişim Kalıpları Ölçeği kullanılmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmadaki verilerin analizi SPSS paket programı ile yapılmıştır. Elde edilen verilerin analizinde korelasyon analizi, regresyon analizi, tek yönlü varyans analizi (ANOVA) ve t-testi kullanılmıştır. Bulgular: Araştırmada, kız ergenlerin yaşlarına göre "önemsenmeme" ve "diyalog" alt boyutlarında; çocuk sıralamasına göre "dışlanma" ve aile iletişim kalıpları ölçeğinde; anne eğitim durumu değişkenine göre yalnızlık ve uyum alt boyutunda; annenin mesleği değişkenine göre sosyal dışlanma genel ölçeği, önemsenmeme ve dışlanma alt boyutlarında; babasının mesleği, kiminle yaşadığı ve lise türü değişkenlerine göre yalnızlık ve önemsenmeme alt boyutlarında farklılıklar saptanmıştır. Anneleri sağ olanların sosyal dışlanma, önemsenmeme, dışlanma ve uyum puanı, annesi vefat edenlerden daha yüksek bulunmuştur. Babası sağ olanların sosyal dışlanma puanı yüksekken, babası vefat edenlerin yalnızlık puanı daha yüksektir. Aile iletişim kalıpları ile yalnızlık ve sosyal dışlanma arasında pozitif, anlamlı; sosyal dışlanma ile yalnızlık arasında ise orta düzeyde, pozitif ve anlamlı ilişkiler bulunmuştur. Sonuç: Aile iletişim kalıplarının sosyal dışlanma ve yalnızlığı yordadığı sonucuna ulaşılmıştır.
Aim: This research was conducted to analyze the effects of family communication patterns on social exclusion and loneliness of female adolescents attending secondary education institutions. Material and Method: The research was conducted with 600 female adolescents aged 14-18 who attend official secondary schools affiliated to the Ministry of National Education in Adıyaman province. Personal Information Form, UCLA Loneliness Scale Short Form, Adolescent Ostracism Scale and Family Communication Patterns Scale were used as data collection tools. The screening model, one of the best research methods, was used in the research. Data analysis in the research was created with the SPSS package program. Distribution analysis, regression analysis, one-way analysis of variance (ANOVA) and t-test were used in the analysis of the obtained data. Results: In the study, differences were found in the sub-dimensions of "ignorance" and "dialogue" according to the age of female adolescents; in the "exclusion" and family communication patterns scale according to the order of children; in the loneliness and harmony sub-dimension according to the mother's education level variable; in the general scale of social exclusion, disregard and exclusion sub-dimensions according to the mother's profession variable; in the loneliness and disregard sub-dimensions according to the variables of father's profession, with whom he/she lives and high school type. The social exclusion, disregard, exclusion and harmony scores of those whose mothers are alive were found to be higher than those whose mothers are deceased. While the social exclusion score of those whose fathers are alive is high, the loneliness score of those whose fathers are deceased is higher. Positive and significant relationships were found between family communication patterns and loneliness and social exclusion; and moderate, positive and significant relationships were found between social exclusion and loneliness. Conclusion: It was concluded that family communication patterns predicted social exclusion and loneliness.
Aim: This research was conducted to analyze the effects of family communication patterns on social exclusion and loneliness of female adolescents attending secondary education institutions. Material and Method: The research was conducted with 600 female adolescents aged 14-18 who attend official secondary schools affiliated to the Ministry of National Education in Adıyaman province. Personal Information Form, UCLA Loneliness Scale Short Form, Adolescent Ostracism Scale and Family Communication Patterns Scale were used as data collection tools. The screening model, one of the best research methods, was used in the research. Data analysis in the research was created with the SPSS package program. Distribution analysis, regression analysis, one-way analysis of variance (ANOVA) and t-test were used in the analysis of the obtained data. Results: In the study, differences were found in the sub-dimensions of "ignorance" and "dialogue" according to the age of female adolescents; in the "exclusion" and family communication patterns scale according to the order of children; in the loneliness and harmony sub-dimension according to the mother's education level variable; in the general scale of social exclusion, disregard and exclusion sub-dimensions according to the mother's profession variable; in the loneliness and disregard sub-dimensions according to the variables of father's profession, with whom he/she lives and high school type. The social exclusion, disregard, exclusion and harmony scores of those whose mothers are alive were found to be higher than those whose mothers are deceased. While the social exclusion score of those whose fathers are alive is high, the loneliness score of those whose fathers are deceased is higher. Positive and significant relationships were found between family communication patterns and loneliness and social exclusion; and moderate, positive and significant relationships were found between social exclusion and loneliness. Conclusion: It was concluded that family communication patterns predicted social exclusion and loneliness.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Psikoloji
