An examination of secondary school students' levels of reader self-perception ın terms of gender, grade, reading environment and frequency&lt;p&gt;Ortaokul öğrencilerinin okur öz algı düzeylerinin cinsiyet, sınıf, okuma ortamı ve sıklığı açısından incelenmesi

Baştuğ, Muhammet; Çelik, Tuğba

doi:10.14687/ijhs.v12i1.3120

Cited by 5 publications

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“…Ünal (2012) analysed the effect of sixth grade students' reading attitudes upon reading comprehension and the researcher found that students' reading self-effiacy level is not at sufficient level. Baştuğ & Çelik (2015) found that secondary education students' reader self-perceptions aren't at good level. In that research, it was found that, students' 'progress' scores are at over middle level, 'observational comparison' scores are at middle level, 'social feedback' and 'physiological states' scores are at low level.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 98%

“…Also, level of reading attitude and reading test scores are higher than boys'. Baştuğ & Çelik (2015), İnnalı & Aydın (2014) and Uçgun (2014) found that reader self-perception level varies by gender in favor of girls. Ünal (2012) found that reading attitude scores of girls are higher than boys' and girls' spend more time to reading than boys.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

“…Reading Self-Perception is examined in these studies under the following headings: a study of eighth graders' secondary school reading self-efficacy in terms of several variables (İnnalı, 2014), a study on eighth graders' reading self-efficacy in terms of some variables (İnnalı & Aydın, 2014), the effect of sixth grade students' reading attitudes upon reading comprehension (Ünal, 2012), an examination of secondary school students' levels of reader self-perception in terms of gender, grade, reading environment and frequency (Baştuğ & Çelik, 2015), parents' self-efficacy beliefs, parents' gender, children's reader self-perceptions, reading achievement and gender (Lynch, 2002), examining eighth grade students' reading self-efficacy (Uç gun, 2014), investigation of reading attitudes and self-perceptions of students reading on or below grade level (Hogsten & Peregoy, 1999), the effects of the parent volunteer program upon students' self-perception as a reader (Adunyarittigun, 1997), reading self-efficacy and its effects upon literacy (Akar, 2008), a study on reading self-efficacy of secondary school students (K. Özturk, 2015), measuring the reader self-perceptions of adolescents (Henk, Marinak and Melnick, 2012), validity and reliability study on the scale of belief self-efficiency reading comprehension (Epç aç an & Demirel, 2011), the adaptation of the reader self-perception scale to the fourth and fifth grade Turkish students (Yaylı & Duru, 2008), developing reader self-efficacy scale (Ülper, Yaylı and Karakaya, 2013),the adaptation of reader self-perception scale-2 into Turkish (Keskin & Atmaca, 2014)… This study was hoped to make significant contribution to literature because it examines fourth grade students' reader self-perceptions with respect to their gender and preschool educational background. The previous studies generally analysed secondary school students' reader self-perceptions.…”

Section: Verbal Persuasionmentioning

confidence: 99%

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The Analysis of Fourth Grade Primary Students’ Reader Self-perceptions in Terms of Gender and Preschool Educational Background

Sağırlı¹,

Okur²

2017

JETS

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The aim of this study was to analyse perceptions of fourth grade primary school students on their reading ability. In the study, screening model was used as a quantitative research method. The sample of this research was selected by convenience sampling. The sample consisted of 556 fourth grade students who received education in 8 public schools in 2014-2015 academic year in Tuzla, Pendik, Çekmeköy and Kadıköy districts, in İstanbul. A 'personal information form' and a 'Reading Self-Perception Scale' were used as data collection tools in this study. It is found that the readability level of scales and their sub-dimensions' was convenient for the research according to item analysis. The data collected by personal information form and Reader Self-Perception Scale was analysed with SPSS (Statistical Package for the Social Sciences) 23 statistical package program. For the analysis frequency and percentage distribution, mean square and standard deviation values, Kolmogorov-Smirnov test and independent samples t-test were used. The general reader self-perception of fourth graders is at positive level. The highest level of reader self-perceptions is at 'progress'. The general self-perception levels of students vary by gender. Also, the reader self-perceptions level of female students is higher than the reader self-perceptions level of male students. The reader self-perceptions of students vary by pre-school educational background. The students who have pre-school educational background have higher level of reader self-perception with its sub-dimensions than the students who don't have pre-school educational background.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 98%

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Section: Verbal Persuasionmentioning

confidence: 99%

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The Analysis of Fourth Grade Primary Students’ Reader Self-perceptions in Terms of Gender and Preschool Educational Background

Sağırlı¹,

Okur²

2017

JETS

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“…For those who desire to be knowledgeable and cultured, to constantly renew themselves, to think correctly, to write and speak correctly and beautifully by learning how to achieve a clear and effective way of expressing oneself, to improve themselves, and establish healthy relationships with the society (Kızgın & Baştuğ, 2020) as well as to increase their academic success in other disciplines, reading is an indispensable ability (Karatay, 2011). For that reason, the foundations of teaching how to read should be laid solid in primary school and relevant studies should be conducted on how to better enable students to gain the reading skill (Baştuğ & Çelik, 2015).…”

Section: Introductionmentioning

confidence: 99%

İlkokul Öğrencilerinin Okur Benlik Algısı ve Okuduğunu Anlama Becerileri Arasındaki İlişki

Aktaş¹,

ERGÜL

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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Reader self-perception, that is one of the basic elements of the reading motivation, is a notion how many to find adequate oneself as a reader. To know the students' reading self-perception levels at primary school is essential to develop reading comprehension skill. This study aimed to ascertain the relationship between primary school students’ reader self-perception and their reading comprehension skills. The study was conducted in line with the correlational survey model. The sample group consisted of a total of 382 students, 194 girls and 188 boys, studying in the 2nd, 3rd, and 4th grades of a public school. As a data collection tool in the research; The "Reading Comprehension Test", which was prepared separately according to the grade levels, was used to measure the reading comprehension skills of the students, and the "Reader Self-Perception Scale" was used to determine the students' perceptions of reading. T-test, one-way ANOVA and Pearson correlation coefficient were used in the analysis of the data.The results showed that female students’ reader self-perception levels were higher than those of male students, and that the fourth-grade students had the highest reader self-perception level, when the grade levels were compared. In addition, a weak, positive, and significant correlation was found between primary school students’ reader self-perception levels and their reading comprehension skills. Based on the results of the study, some suggestions are presented.

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“…İngiltere'deki kız öğrencilerin okur öz algıları erkek öğrencilerden daha yüksektir. İlgili alanyazında cinsiyet değişkeninin okur öz algısı üzerinde etkili bulunduğu ve kız öğrencilerin okur öz algılarının erkek öğrencilerden daha yüksek olduğunu gösteren araştırma sonuçları mevcuttur(Balcı, Uyar ve Büyükikiz, 2012;Baştuğ ve Çelik, 2015;İnnalı ve Aydın, 2014;Uçgun, 2014;Yaylı ve Duru, 2008). Cinsiyet değişkeninin okuma becerisi üzerinde bir farklılığa neden olup olmadığını belirlemek amacıylaArslan (2013) tarafından yapılan araştırmada genel olarak kızlar lehine anlamlı farklılığa ulaşıldığı ancak araştırmalarda bu farklılığın nedenlerinin tam olarak ortaya çıkarılamadığı belirtilmektedir.…”

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İngiltere’deki İki Dilli Türk Ortaokul Öğrencileri ile Türkiye’deki Ortaokul Öğrencilerinin Okuma Tutumlarının ve Okur Öz Algılarının Karşılaştırılması

ÇELEBİ

Pürsün

Arslantaş

et al. 2022

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, İngiltere’deki iki dilli Türk ortaokul öğrencileri ile Türkiye’de öğrenim gören ortaokul öğrencilerinin okur öz algılarının ve okumaya yönelik tutumlarının çeşitli değişkenler açısından karşılaştırmalı olarak incelenmesidir. Araştırma tarama modelinde desenlenmiştir. İngiltere’den 177, Türkiye’den ise 186 ortaokul öğrencisinin katıldığı araştırmanın evreninin belirlenmesinde kolay ulaşılabilir örnekleme yöntemi tercih edilmiştir. Araştırma verileri “Okur Öz Algılama Ölçeği” ve “Garfield Görselli 1-6. Sınıflar İçin Okumaya Yönelik Tutum Ölçeği” kullanılarak toplanmıştır. Elde edilen verilerin normal dağılım göstermesi nedeniyle parametrik betimsel istatistik testlerden Anova ve Tukey testi kullanılmıştır. Araştırma sonucunda, sınıf düzeyine göre İngiltere’deki iki dilli Türk ortaokul öğrencileri ile Türkiye’deki ortaokul öğrencilerinin okur öz algılarında anlamlı farklılık bulunduğu ve genel olarak Türkiye’deki öğrencilerin okur öz algılarının daha yüksek olduğu tespit edilmiştir. Öğrencilerin okumaya yönelik tutumlarının da sınıf düzeyi açısından anlamlı düzeyde farklılaştığı ve Türkiye’deki sınıfların tamamının İngiltere’deki altıncı ve sekizinci sınıflara göre daha fazla olumlu tutuma sahip oldukları görülmüştür. Cinsiyet değişkeni açısından her iki ülkede de kız öğrencilerin okur öz algılarının erkek öğrencilerden; Türkiye’deki hem kız hem de erkek öğrencilerin İngiltere’deki kız ve erkek öğrencilerden daha yüksek okur öz algısına sahip oldukları belirlenmiştir. Benzer biçimde Türkiye’deki kız ve erkek öğrencilerin okumaya yönelik tutumlarının İngiltere’deki kız ve erkek öğrencilere göre daha yüksek olduğu sonucuna ulaşılmıştır.

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An examination of secondary school students' levels of reader self-perception ın terms of gender, grade, reading environment and frequency<p>Ortaokul öğrencilerinin okur öz algı düzeylerinin cinsiyet, sınıf, okuma ortamı ve sıklığı açısından incelenmesi

Cited by 5 publications

References 5 publications

The Analysis of Fourth Grade Primary Students’ Reader Self-perceptions in Terms of Gender and Preschool Educational Background

The Analysis of Fourth Grade Primary Students’ Reader Self-perceptions in Terms of Gender and Preschool Educational Background

İlkokul Öğrencilerinin Okur Benlik Algısı ve Okuduğunu Anlama Becerileri Arasındaki İlişki

İngiltere’deki İki Dilli Türk Ortaokul Öğrencileri ile Türkiye’deki Ortaokul Öğrencilerinin Okuma Tutumlarının ve Okur Öz Algılarının Karşılaştırılması

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