Üniversite Öğrencilerinin Depresyon Düzeylerinin Ruminasyon ve Problem Çözme Becerileriyle İlişkisi

Yıldız, Meltem; Eldeleklioğlu, Jale

doi:10.23863/kalem.2018.97

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Similarly, Ferah (2000), Bozkurt, Serin, and Emran (2004), Serin and Derin (2008), Tüysüz (2013), Kontaş, Ünişen, and Sürücü (2016), Çağlar (2022), Kaya Öztürk (2022) determine that there is a significant difference between the problem-solving skills of the students by gender. In addition, there are many studies in the literature that overlap with this result, that is, support that there is a significant difference between the problem-solving skills of students by gender (Saracoğlu, Yenice, & Karasakaloğlu, 2009;Dündar, 2009;Arslan, 2010;Sezen & Paliç, 2011;Yıldırım, Hacıhasanoğlu, Karakurt, & Türkleş. , 2011;Çetinkaya, 2013;& Arı, 2014;Karaca, Akyol, Karaca, & Can Yaşar, 2016;Gözcü Reyhan, 2018;Akyüz & Hardalaç, 2021).…”

Section: Resultsmentioning

confidence: 69%

Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills

Özeren¹

2023

IES

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The research aims to determine whether secondary school students’ digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill scale. The research makes use of parametric tests for the analysis of the data as the data fulfill the normal distribution condition. The results show that while the digital literacy and 21st-century skill levels of secondary school students are not very high, their problem-solving skills are high. The results also show that the problem-solving and 21st-century skill levels of secondary school students differ significantly by gender, and mother and father’s education level while there is no significant difference between secondary school students’ digital literacy levels by their father’s education level. The results of the research also show that there is a positive and moderately significant relationship between the problem-solving skills of secondary school students and their digital literacy levels. The results also indicate that there is a significant relationship between the communication sub-dimension of secondary school students’ 21st-century skills and digital literacy levels, and between the “confidence in problem-solving skills” and “avoidance” sub-dimensions of problem-solving skills. While the significant relationships identified are negative in the avoidance sub-dimension, they are positive in other dimensions. The results show that digital literacy and problem-solving skills do not significantly predict secondary school students’ 21st-century skill levels. However, secondary school students’ 21st-century skill and problem-solving skill levels significantly predict their digital literacy level.

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Section: Resultsmentioning

confidence: 69%

Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills

Özeren¹

2023

IES

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“…Psikoloji Çalışmaları -Studies in Psychology üstesinden gelmek için işlevsel çözümler geliştirebilme becerisi olarak tanımlanan (Nezu ve ark., 2012) problem çözme becerilerinde yaşanan yetersizliklerin, depresyon (Fırıncık ve Gürhan, 2019;Yıldız ve Eldeleklioğlu, 2019), intihar düşünceleri (Lopez ve ark., 2020), kaygı (McMurran ve Christopher, 2009;Schafer ve ark., 2017;Siu ve Shek, 2010) ve yeme bozukluğu (Prefit ve ark., 2019;Swanson ve ark., 2010) gibi farklı psikolojik sorunlarla ilişkili olduğu gösterilmiştir.…”

Section: Bki̇'deki Artışın Ve Obezitenin Nedeni Olabileceği Düşünülen...unclassified

Beden Kitle İndeksindeki Artış ile Yeme Farkındalığı, Problem Çözme Becerileri ve Duygudurum Belirtileri Arasındaki İlişkilerin İncelenmesi

Kılıç¹,

Samar²,

Akkuş³

et al. 2022

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Obesity is defined as the excessive accumulation of fat in the body and has become increasingly more common all over the world (Arroyo-Johnson & Mincey, 2016;Williams et al., 2015). Body mass index (BMI) is one of the most common indicators of whether someone is overweight or underweight. People with a BMI higher than 30 are considered obese (World Health Organization [WHO], 2021). Studies have reported obesity to be associated with both

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“…tarafından geliştirilen,Yıldız, Yıldırım, Ateş ve Çetinkaya (2009) tarafından Türkçeye uyarlanan 'Çok Boyutlu Akıcılık Ölçeği' kullanılmıştır. Ölçekte ilgili boyutlar dikkate alınarak yapılan puanlamada her boyutta 1 ile 4 aralığında puan alınabilmektedir.…”

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Anahtar Kelime Oyunlarının İlkokul 4. Sınıf Öğrencilerinin Okuduğunu Anlama ve Akıcı Okuma Becerileri Üzerindeki Etkisi

Kultas,

Ulusoy

2023

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Üniversite Öğrencilerinin Depresyon Düzeylerinin Ruminasyon ve Problem Çözme Becerileriyle İlişkisi

Cited by 5 publications

References 22 publications

Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills

Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills

Beden Kitle İndeksindeki Artış ile Yeme Farkındalığı, Problem Çözme Becerileri ve Duygudurum Belirtileri Arasındaki İlişkilerin İncelenmesi

Anahtar Kelime Oyunlarının İlkokul 4. Sınıf Öğrencilerinin Okuduğunu Anlama ve Akıcı Okuma Becerileri Üzerindeki Etkisi

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