İNGLİZCE ÖĞRENCİLERİNİN ÖZ BENLİK SAYGISI VE AKADEMİK ÖZ YETERLİKLERİ İLE STRESLİ YAŞAM OLAYLARINI YAŞAMA SIKLIKLARI ARASINDAKİ İLİŞKİ

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DOI : 10.16991/INESJOURNAL.252
Year-Number: 2016-7
Language : null
Konu : Eğitim Programları ve Öğretim
Number of pages: 183-199
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Abstract

Özet Bu çalışmanın amacı, üniversite öğrencilerinin öz benlik saygısı ve akademik öz yeterlik puanlarını belirlemek ve bu puanlarının stresli yaşam olaylarını algılama sıklıkları ile ilişkisini incelemektir. Araştırma, Hacettepe Üniversitesi, Edebiyat Fakültesi bünyesinde yer alan İngiliz Dil Bilimi ve İngilizce Mütercim Tercümanlık Bölümlerinde çeşitli sınıflara devam eden toplam 394 öğrenci üzerinde yapılmıştır. Veriler, demografik bilgi formu, “Rosenberg Öz Benlik Saygısı Ölçeği”, Jerusalem ve Schwarzer’in Akademik Öz Yeterlik Ölçeği” ve Oral’ın “ Üniversite Öğrencilerine Yönelik Yaşam Olayları Ölçeği” aracıyla toplanmıştır. Veri analizinde ortalama, standart sapma ve Spearman Rank korelasyon katsayıları kullanılmıştır. Sonuçlar öğrencilerin öz benlik saygısı ile akademik öz yeterlik puanları arasında anlamlı ve olumlu bir ilişki olduğunu göstermektedir (r=0.464, p=0.00). Ayrıca, öğrencilerin stresli yaşam olaylarını içeren bireysel kaygı ve problemler, çevre, aile ve uyumla ilgili kaygı ve problemler ve akademik olay ve problemler ile öz benlik saygısı ve akademik öz yeterlikleri arasında anlamlı ve olumsuz bir ilişki olduğu belirlenmiştir.

Keywords

Abstract

Abstract The purpose of the current study is to find out the self-esteem and academic self-efficacy scores of the students. Additionally, it aimed to analyze the relationship between the stressful life events and self-esteem and academic self-efficacy scores of 394 undergraduate students from English Linguistics and English Translation and Interpretation Departments of Hacettepe University. Self-esteem was measured using Rosenberg’s Self-Esteem Scale , Academic Self-Efficacy was measured using Jerusalem and Schwarzer’s Academic Self-Efficacy Scale and Oral’s Life Events Inventory for University Students was used. A personal information form was also administered to gather some personal data about the participants. Spearman Rank Correlation Coefficient Test was used to analyze the data. A significant positive relationship between self-esteem and academic self-efficacy was found (r=0.464, p=0.00). Moreover,a significant negative relationship between self-related anxiety and problems; environmental, adjustment and family problems and academic events and problems and self-esteem and academic self-efficacy were found.

Keywords

Kaynakça

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