Lisansüstü eğitimde danışman-danışan ilişkilerinin niteliği ile araştırma kaygısı arasındaki ilişki
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, lisansüstü eğitimde danışman-danışan ilişkileri ile öğrencilerin araştırma kaygıları arasındaki ilişkinin incelenmesidir. Araştırmada betimsel, nedensel karşılaştırmalı, ilişkisel araştırma modelleri kullanılmıştır. Araştırmanın evrenini, 2020-2021 eğitim öğretim yılında İnönü Üniversitesinde lisansüstü öğrenim gören 3730 öğrenci oluşturmaktadır. Araştırmanın örneklemi ise tabakalı örnekleme yöntemiyle belirlenen 960 öğrenciden oluşmaktadır. Veri toplama aracı olarak Danışman-Danışan İlişkileri Ölçeği ve Araştırmaya Yönelik Kaygı Ölçeği kullanılmıştır. Veriler, veri toplama aracının öğrencilere e-posta yoluyla gönderilmesiyle toplanmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklemler için t-testi, tek yönlü varyans analizi, ilişkisiz örneklemler için iki yönlü varyans analizi ve çoklu doğrusal regresyon analizi kullanılmıştır. Yapılan analizler sonucunda, danışman-danışan ilişkilerinin rapport boyutunda erkek öğrencilerin kadın öğrencilerden daha olumlu görüşe sahip oldukları, danışmanı kadın olan öğrencilerin danışmanı erkek olan öğrencilerden daha yüksek araştırma kaygısı duydukları belirlenmiştir. Danışman-danışan ilişkilerinin usta-çırak ilişkisi boyutunda Sosyal Bilimler Enstitüsü öğrencilerinin, diğer enstitü öğrencilerinden daha olumsuz görüşler taşıdıkları sonucuna ulaşılmıştır. Ayrıca doktora öğrencilerinin, yüksek lisans öğrencilerine göre usta-çırak ilişkisi boyutunda daha yüksek, araştırma kaygısında daha düşük puanlar aldıkları belirlenmiştir. Bu araştırmada, danışmanını kendi seçen öğrencilerin, danışmanı kendi isteği dışında belirlenen öğrencilere göre daha olumlu danışman-danışan ilişkisine sahip oldukları, daha düşük araştırma kaygısı hissettikleri sonucuna ulaşılmıştır. Benzer şekilde, danışmanıyla daha sık görüşen öğrencilerin, daha az görüşen öğrencilere göre daha olumlu danışman-danışan ilişkisi ve daha az araştırma kaygısı yaşadıkları anlaşılmıştır. Son olarak, danışman-danışan ilişkileri ile araştırma kaygısı negatif yönlü, anlamlı bir ilişki bulunmuştur. Daha olumlu danışman-danışan ilişkisi olan lisansüstü öğrencilerinin, daha az araştırma kaygısı yaşadıkları sonucuna ulaşılmıştır. Araştırmada ulaşılan sonuçlar doğrultusunda uygulayıcılar ve araştırmacılar için öneriler geliştirilmiştir.
The purpose of this research is to examine the relationship between the advisor-advisee relationship in graduate education and students' research anxiety. Descriptive, causal comparative and relational research models were used in the research. The population of the research consists of 3730 students studying at İnönü University in the 2020-2021 academic year. The sample of the study consists of 960 students determined by stratified sampling method. The Advisor-Advisee Relationship Scale and the Research-Related Anxiety Scale were used as data collection tools. The data were collected by sending the data collection tool to the students via e-mail. In the analysis of the data, descriptive statistics, independent samples t-test, one-way ANOVA, two-way ANOVA and multiple linear regression analysis were used. As a result of the analysis, it was determined that male students had more positive opinions than female students in the rapport dimension of advisor-advisee relationships, and students with female advisors had higher research anxiety than students with male advisors. It has been concluded that the students of the Social Sciences Institute have more negative opinions than the students of other institutes in the apprenticeship dimension of the advisor-advisee relationships. In addition, it was determined that doctoral students got higher scores in apprenticechip subscale and lower scores in research anxiety compared to master's students. In this study, it was concluded that the students who chose their own advisor had a more positive advisor-advisee relationship and felt less research anxiety than the students whose advisor was chosen against their will. Similarly, it was understood that students who met with their advisors more frequently experienced a more positive advisor-advisee relationship and less research anxiety than students who saw less. Finally, a negative and significant relationship was found between advisor-advisee relationship and research anxiety. It was concluded that graduate students with more positive advisor-advisee relationships experienced less research anxiety. In line with the results obtained in the research, suggestions have been developed for practitioners and researchers.
The purpose of this research is to examine the relationship between the advisor-advisee relationship in graduate education and students' research anxiety. Descriptive, causal comparative and relational research models were used in the research. The population of the research consists of 3730 students studying at İnönü University in the 2020-2021 academic year. The sample of the study consists of 960 students determined by stratified sampling method. The Advisor-Advisee Relationship Scale and the Research-Related Anxiety Scale were used as data collection tools. The data were collected by sending the data collection tool to the students via e-mail. In the analysis of the data, descriptive statistics, independent samples t-test, one-way ANOVA, two-way ANOVA and multiple linear regression analysis were used. As a result of the analysis, it was determined that male students had more positive opinions than female students in the rapport dimension of advisor-advisee relationships, and students with female advisors had higher research anxiety than students with male advisors. It has been concluded that the students of the Social Sciences Institute have more negative opinions than the students of other institutes in the apprenticeship dimension of the advisor-advisee relationships. In addition, it was determined that doctoral students got higher scores in apprenticechip subscale and lower scores in research anxiety compared to master's students. In this study, it was concluded that the students who chose their own advisor had a more positive advisor-advisee relationship and felt less research anxiety than the students whose advisor was chosen against their will. Similarly, it was understood that students who met with their advisors more frequently experienced a more positive advisor-advisee relationship and less research anxiety than students who saw less. Finally, a negative and significant relationship was found between advisor-advisee relationship and research anxiety. It was concluded that graduate students with more positive advisor-advisee relationships experienced less research anxiety. In line with the results obtained in the research, suggestions have been developed for practitioners and researchers.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
