In this research, Emotional Quotient (EQ) levels of 3rd grade primary school students are investigated with respect to a number of psycho-social variables. The EQ level is examined according to the income status of the family, education level and professions of parents and etc. Whether its environment makes a significant difference on eq when these variables are limited is examined. Target population of the study consists of 3rd grade primary school students who are registered to five middle socio-economic status schools in the city center and two townships’ schools in the countryside within Izmir city borders in the 2015-2016 academic term. Sample group consists of randomly selected 167 students who are 3rd graders studying in the same classes in mentioned schools. Research is designed in relational screening model. In this research, personal information form and EQ scale for children both developed by researcher are used as data collection tools. For the statistical analysis of the collected data, independent samples t test, one-way analysis of variance, Kruskal Wallis, Mann Whitney U tests are used. According to the search results, EQ levels of 3rd grade students vary significantly with respect to family income, mother’s and father’s profession, mother’s and father’s educational level, household size and preschool experience. There are significant differences according to family income levels, mothers' professions and education levels, fathers' professions and education levels, the number of members of the students' families and whether students continue their pre-school education. The results are discussed on the basis of the literature and suggestions are presented.. Key words: Emotional intelligence; student; family; primary school; environment;
Bu araştırmada, ilköğretim 4. ve 5. sınıf öğrencilerinin bazı psiko-sosyal özelliklerine göre empatik beceri düzeyleri incelenmektedir. Araştırmanın evrenini, 2010-2011 eğitim-öğretim yılı İzmir ili Buca ilçesi Milli Eğitim Müdürlüğüne bağlı ilköğretim okullarında öğrenim gören 4. ve 5. sınıf öğrencileri oluşturmaktadır. Örneklem grubu ise Buca ilçesi Milli Eğitim Müdürlüğüne bağlı ilköğretim okulları arasından olasılık temelli örnekleme yöntemlerinden seçkisiz örnekleme kullanılarak belirlenen 274 öğrenci oluşturmaktadır. Araştırma tarama modelinde desenlenmiştir. Araştırmada veri toplama araçları olarak araştırmacılar tarafından geliştirilen "Bireysel Durum Formu" ve Bryant (1982) tarafından geliştirilen ve Türkçe' ye uyarlaması Yılmaz-Yüksel (2003) tarafından yapılan "Çocuklar için Empati Ölçeği" kullanılmıştır. Araştırmanın bulguları, öğrencilerin empatik becerilerinin cinsiyete göre anlamlı farklılık olduğunu göstermektedir. Bunun yanında öğrencilerin empatik becerilerinin sınıf, en uzun süre yaşadığı yer, ailesinin çocuğa karşı tutumu, kardeş sayısına, baştan kaçıncı çocuk olduğuna ve ailede kimlerle yaşadığına göre anlamlı farklılık göstermediği saptanmıştır.
This research has been conducted to examine the relationship between primary school 8th grade students’ levels of assertiveness and a) family function b) socio-demographic variables. In the research with the family assessment scale, rathus assertiveness and socio-demographic properties inventory has been used. The personal information form has been used for socio-demographic variables according to family assessment functions and social demographic properties, the students’ levels of assertiveness have been studied whether significantly differentiate (p<.05/p<.01) or not. Socio-demographic properties are gender, number of siblings, birth order, self-confidence and lack of self-confıdence, parents’ education level, and family income level. In the sample group there are 195 girl students and 236 boy students classes of the society totally 431 students form the sample group. As a result, the level of assertiveness doesn’t change according to the gender. Terms of roles, affective involvement and behaviour control, male students have higher average scores than female students. Generally the students who have got two siblings, have lower scores than the other number of siblings group (1,3,4,6); in terms of the relationship between the family function and assertiveness, the overall high scores have been found to cause a decrease in the communication, roles and general functions (sub-family functıons) of the 8th grade students’ levels of assertiveness. Key Words: Assertiveness; Family Functions; Elementary Students; Socio-demographic; Family C ounselling
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