Ergenlerin Okula Aidiyet Duyguları ve Başa Çıkma Stratejilerinin İncelenmesi

Gökdal, Özge Akinci; Düşünceli, Betül

doi:10.24315/tred.647828

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…Clubs, societies, and participation in a wide range of activities contribute significantly to university students' sense of belonging to their academic institution (Van Gijn-Grosvenor & Huisman, 2020). In particular, sociocultural activities conducted in the school environment serve to strengthen students' ties with their educational institutions (Akıncı et al, 2020). In a comprehensive review of the literature focusing on the topic of activities, which was highlighted by students in this study as the second most influential factor facilitating their school belonging, it is evident that various research studies consistently confirm the positive impact of activities on university students' sense of belonging.…”

Section: Story 6 By the Participant 13 Thmentioning

confidence: 99%

College belonging among university students during COVID-19: An online interpretative phenomenological (OIPA) perspective

Subasi

2023

JOHAH

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The purpose of this study was to identify the factors that either facilitated or complicated students' sense of school belonging and to determine the levels within the Ecological Systems Theory (EST) framework to which participants attributed these influential factors, using the Online Interpretative Phenomenological Analysis (OIPA) method. The OIPA approach is a qualitative research method and was used by the researcher for data collection and analysis in this study. Data were collected online using the OIPA form. The study cohort consisted of 82 university students (65% female, 35% male) from three different state universities in different cities in Türkiye. The results of the analysis revealed 20 facilitating factors, including elements such as friendships (33%), participation in activities and events (22%), and interactions with professors (20%). The study also identified 21 barriers, including economic challenges (39%), anxiety (32%), and experiences of exclusion and being ignored (29%). Participants attributed these facilitators and barriers to different levels of Ecological Systems Theory (EST). Specifically, they associated 63% of facilitating factors and 55% of complicating factors with the individual/intrapsychic level, 20% of facilitating factors and 51% of complicating factors with the microsystem level, 8% of facilitating factors and 26% of complicating factors with the exosystem level, and 15% of facilitating factors and 55% of complicating factors with the macrosystem level. Overall, participants linked 39% of facilitating factors and 52% of complicating factors to all levels combined.

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Section: Story 6 By the Participant 13 Thmentioning

confidence: 99%

College belonging among university students during COVID-19: An online interpretative phenomenological (OIPA) perspective

Subasi

2023

JOHAH

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Ergenlerde Gelecek Beklentileri ve Okula Uyum İlişkisi

Makas

Düşünceli

2021

YED

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Araştırmanın temel amacı ergenlerin gelecek beklentileri ile okula uyumları arasındaki ilişkiyi incelemektir. Ayrıca ergenlerin gelecek beklentileri ve okula uyumlarının cinsiyet, okul türü ve lise tercih sebebi değişkenlerine göre incelenmesi de hedeflenmiştir. Bu doğrultuda Doğu Anadolu bölgesinde Milli Eğitim Bakanlığı’na bağlı üç ortaöğretim kurumunda öğrenim görmekte olan 651 öğrenci araştırmaya gönüllü katılım sağlamıştır. Araştırmada veriler Ergen Gelecek Beklentileri Ölçeği, Okula Uyum Ölçeği ve kişisel bilgi formu ile toplanmıştır. Araştırmada 'karşılaştırmalı ilişkisel tarama modeli’ kullanılmıştır. Verilerin analizinde Spearman Sıra Farkları korelasyon analizi, Kruskal-Wallis ve Mann-Whitney U testleri kullanılmıştır. Araştırma sonucunda, ergen gelecek beklentilerinin tüm alt boyutları (iş ve eğitim, evlilik ve aile, din ve toplum, sağlık ve yaşam) ile okula uyum arasında düşük düzeyde pozitif yönde istatistiksel olarak anlamlı bir ilişki bulunmuştur. Ergenlerin gelecek beklentilerinin ve okula uyumlarının cinsiyete ve lise tercih sebebine göre anlamlı bir farklılık gösterdiği, ayrıca ergenlerin gelecek beklentilerinin okul türüne göre de farklılaştığı görülmüştür.

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Ergenlerin Okula Aidiyet Duyguları ve Başa Çıkma Stratejilerinin İncelenmesi

Cited by 2 publications

References 16 publications

College belonging among university students during COVID-19: An online interpretative phenomenological (OIPA) perspective

College belonging among university students during COVID-19: An online interpretative phenomenological (OIPA) perspective

Ergenlerde Gelecek Beklentileri ve Okula Uyum İlişkisi

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