This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS subdimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality subdimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study.
ÖzBu çalışmanın amacı, farklı değişkenler açısından (üniversite, cinsiyet, sınıf, kişisel
ÖzetBu çalışmanın amacı; Sosyal Bilgiler Öğretmenlerinin mesleki tükenmişlik ve mesleki tükenmişliğin alt boyutları olan duygusal tükenme, duyarsızlaşma ve kişisel başarı düzeylerini çeşitli değişkenler açısından incelemektir. Araştırmanın örneklemini Ankara ili ilköğretim okullarında görev yapan 204 Sosyal Bilgiler Öğretmeni oluşturmaktadır. Araştırmada Ergin (1993) tarafından Türkçeye uyarlanan "Maslach Tükenmişlik Ölçeği" kullanılmıştır. Verilerin analizi için ölçeğe verilen cevaplara t-testi ve tek yönlü varyans analizi (F) uygulanmıştır. Araştırmanın sonucunda; Sosyal Bilgiler Öğretmenlerinin cinsiyetlerinin mesleki tükenmişliğin alt boyutları olan duygusal tükenme, duyarsızlaşma ve kişisel başarıyı etkilemediği, mesleki kıdemlerinin mesleki tükenmişliğin alt boyutlarından olan duygusal tükenmeyi etkilediği, duyarsızlaşma ve kişisel başarıyı etkilemediği görülmektedir. Sosyal Bilgiler Öğretmenlerinin manevi doyumlarının duygusal tükenme, duyarsızlaşma ve kişisel başarıyı etkilediği sonucuna ulaşılmıştır. Sosyal Bilgiler Öğretmenlerinin mesleklerini isteyerek yapma durumları ile duygusal tükenme düzeyleri arasındaki fark mesleğini isteyerek yapmayanların lehine anlamlı bulunmuştur. Ayrıca Sosyal Bilgiler Öğretmenlerinin üstlerinden takdir görme durumları ile duygusal tükenme ve kişisel başarı alt boyutları arasındaki farkın anlamlı olduğu tespit edilmiştir. Anahtar sözcükler: Sosyal bilgiler öğretmenleri, mesleki tükenmişlik, duygusal tükenme, duyarsızlaşma, kişisel başarı. AbstractThe purpose of the present study is to analyse the occupational burnout levels of the Social Studies teachers, and the levels of emotional exhaustion, depersonalization and personal accomplisment in terms of several variables. The sample of the survey consists of 204 Social Studies teachers who perform a duty in elementary schools in Ankara. In the survey "Maslach Burnout Inventory" which was adapted to Turkish by Ergin (1993) was put to use. T-test and one-way variance analysis (F) were applied to the answers given to the scale for the analysis of the data. As a result of the survey; It was found out that the gender of the teachers of Social Studies does not have any effect on emotional exhaustion, depersonalization and personal accomplisment that are the lower dimensions of the occupational burnout. It was inferred from the survey that the inward satisfaction of the teachers of Social Studies has effect on the emotional exhaustion, depersonalization and personal accomplisment. The correlation between the teachers of Social Studies attempt to carry out their occupation eagerly and their emotional exhaustion is identified in favour of those who do not perform their profession eagerly. In addition, it was found out that the correlation is significant between Social Studies teachers' expectation to receive appreciation from their senior and the lower dimensions of emotional exhaustion and personal accomplisment.
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