Lise öğrencilerinde ebeveyn akademik başarı desteği ve baskısı ile ergen-ebeveyn kariyer uyumunun incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, lise öğrencilerinde ebeveyn akademik başarı desteği ve baskısı ile ergen-ebeveyn kariyer uyumunu çeşitli değişkenler açısından incelemektir. Bu amaç doğrultusunda, bu araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Veri setindeki her bir değişken için normal dağılım ölçütlerini sağlayıp sağlamadığını kontrol etmek için normallik testleri, ortalama, medyan, mod, histogram grafiği, basıklık ve çarpıklık değerleri değerlerine bakılmıştır. Veri seti normallik ölçütlerini sağladığı için Parametrik testler (T-testi, One-Way Anova, basit doğrusal korelasyon) kullanılmıştır. Ayrıca Kruskal-Wallis Test ve Mann Whitney U testi kullanılmıştır. Araştırmanın örneklemini 2023-2024 eğitim öğretim yılı Diyarbakır ili merkez ilçelerinde 9., 10., 11. ve 12. sınıfa devam eden öğrenciler oluşturmaktadır. Veriler, Ebeveyn Akademik Başarı Desteği ve Baskısı Ölçeği, Ergen-Ebeveyn Kariyer Uyumu Ölçeği ve araştırmacı tarafından hazırlanan kişisel bilgi formu ile toplanmıştır. Araştırmadan elde edilen sonuçlara göre ebeveyn akademik başarı baskısı puanları cinsiyet ve anne öğrenim durumuna göre istatistiksel olarak anlamlı bir fark bulunmuştur. Ebeveyn akademik başarı desteği puanları sınıf düzeyi ve anne-baba öğrenim durumuna göre istatistiksel olarak anlamlı bir fark bulunmuştur. Ebeveyn akademik başarı baskısı ve desteği puanları sosyoekonomik durum ve algılanan akademik başarı durumlarına göre istatistiksel olarak anlamlı bir fark bulunmuştur. Ebeveyn akademik başarı baskısı ve desteği puanları okul türüne göre istatistiksel olarak anlamlı bir fark bulunmamıştır. Ergen-ebeveyn kariyer uyumu puanlarının sosyoekonomik durum ve algılanan akademik başarı durumlarına göre istatistiksel olarak anlamlı bir fark bulunmuştur. Ergen-ebeveyn kariyer uyumu benzerlik uyum puanları sınıf düzeyine göre istatistiksel olarak anlamlı bir fark bulunmuştur. Ergen-ebeveyn kariyer uyumu puanları cinsiyet, okul türü, anne baba öğrenim durumlarına göre istatistiksel olarak anlamlı bir fark bulunmamıştır. Ebeveyn Akademik Başarı Baskısı ve Ergen-Ebeveyn Kariyer Uyumu arasındaki korelasyonun negatif yönlü ve zayıf olduğu bulunmuştur. Ebeveyn Akademik Başarı Desteği ile Ergen-Ebeveyn Kariyer Uyumu arasındaki korelasyon, pozitif ve orta düzeyde bir ilişki olarak bulunmuştur. Elde edilen bu sonuçlardan hareketle, ilgili alan yazına dayanarak bulgular tartışılmış ve gelecek araştırmalara yönelik öneriler sunulmuştur.
The aim of this study is to investigate parental academic achievement support and pressure, and adolescent-parent career adjustment in high school students in terms of various variables. In accordance with this purpose, correlational survey model, one of the quantitative research methods, was used in this study. For each variable in the data set, normality tests, mean, median, mode, histogram graph, kurtosis and skewness values were examined to check whether they met the normal distribution criteria. Parametric tests (T-test, One-Way Anova, simple linear correlation) were used since the data set met the normality criteria. Kruskal-Wallis Test and Mann Whitney U test were also used. The sample of the study consists of students attending 9th, 10th, 11th and 12th grades in the central districts of Diyarbakır province in the 2023-2024 academic year. The data were collected with the Parental Academic Achievement Support and Pressure Scale, the Adolescent-Parent Career Congruence Scale, and the Personal Information Form prepared by the researcher. According to the results acquired from the research, a statistically significant difference was found in parental academic achievement pressure scores for gender and mother's educational status. There was a statistically significant difference in parental academic achievement support scores for grade level and parental educational status. A statistically significant difference was found in parental academic achievement pressure and support scores for socio-economic status and perceived academic achievement. There was no statistically significant difference in parental academic achievement pressure and support scores for school type. A statistically significant difference was found in adolescent-parent career adaptation scores for socio-economic status and perceived academic achievement. There was a statistically significant difference in adolescent-parent career adjustment similarity adjustment scores for grade level. There was no statistically significant difference in adolescent-parent career adaptation scores for gender, school type, and parental education level. The correlation between Parental Academic Achievement Pressure and Adolescent-Parent Career Congruence was found to be negative and weak. The correlation between Parental Academic Achievement Support and Adolescent-Parent Career Congruence was found to be a positive and moderate relationship. Based on these results, the findings were discussed based on the related literature and suggestions for future research are presented.
The aim of this study is to investigate parental academic achievement support and pressure, and adolescent-parent career adjustment in high school students in terms of various variables. In accordance with this purpose, correlational survey model, one of the quantitative research methods, was used in this study. For each variable in the data set, normality tests, mean, median, mode, histogram graph, kurtosis and skewness values were examined to check whether they met the normal distribution criteria. Parametric tests (T-test, One-Way Anova, simple linear correlation) were used since the data set met the normality criteria. Kruskal-Wallis Test and Mann Whitney U test were also used. The sample of the study consists of students attending 9th, 10th, 11th and 12th grades in the central districts of Diyarbakır province in the 2023-2024 academic year. The data were collected with the Parental Academic Achievement Support and Pressure Scale, the Adolescent-Parent Career Congruence Scale, and the Personal Information Form prepared by the researcher. According to the results acquired from the research, a statistically significant difference was found in parental academic achievement pressure scores for gender and mother's educational status. There was a statistically significant difference in parental academic achievement support scores for grade level and parental educational status. A statistically significant difference was found in parental academic achievement pressure and support scores for socio-economic status and perceived academic achievement. There was no statistically significant difference in parental academic achievement pressure and support scores for school type. A statistically significant difference was found in adolescent-parent career adaptation scores for socio-economic status and perceived academic achievement. There was a statistically significant difference in adolescent-parent career adjustment similarity adjustment scores for grade level. There was no statistically significant difference in adolescent-parent career adaptation scores for gender, school type, and parental education level. The correlation between Parental Academic Achievement Pressure and Adolescent-Parent Career Congruence was found to be negative and weak. The correlation between Parental Academic Achievement Support and Adolescent-Parent Career Congruence was found to be a positive and moderate relationship. Based on these results, the findings were discussed based on the related literature and suggestions for future research are presented.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Rehberlik ve Psikolojik Danışmanlık Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
