İlkokul 1. sınıfa başlayan öğrencilerin okula uyum ve sosyal becerilerinin boylamsal olarak incelenmesi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sinop Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Çalışmanın amacı, ilkokul 1. sınıfa başlayan öğrencilerin okula uyum ve sosyal becerilerinin boylamsal olarak incelenmesidir. Örneklem grubunu, Sinop'ta ilkokula başlayan 57'si erkek ve 45'i kız olmak üzere 102 birinci sınıf öğrencisi oluşturmaktadır. Veri toplama araçları olarak Kişisel Bilgi Formu, Okula Uyum Öğretmen Değerlendirme Ölçeği (7-12 yaş) ve Sosyal Becerileri Değerlendirme Ölçeği (7-12 yaş) kullanılmıştır. Veri toplama araçları, her çocuk için öğretmenleri tarafından güz ve bahar döneminde olmak üzere iki kez doldurulmuştur. Araştırmanın verileri SPSS 26.0 istatistik paket programında, Pearson Momentler Çarpımı Korelasyon Katsayısı ve Basit Doğrusal Regresyon Analizi teknikleri ile analiz edilmiştir. Bulgularda güz dönemindeki okula uyum ve alt boyutları (okulu sevme, iş birlikli katılım, kendi kendini yönetme) ile sosyal beceriler arasında olumlu yönde ilişki bulunurken; okuldan kaçınma alt boyutu ile olumsuz yönde bir ilişki bulunmuştur. Güz dönemindeki sosyal beceriler, güz dönemindeki toplam okula uyum ve alt boyutlarını (okulu sevme, iş birlikli katılım, kendi kendini yönetme, okuldan kaçınma) yordamaktadır. Bahar dönemindeki toplam okula uyum ve alt boyutları (okulu sevme, iş birlikli katılım, kendi kendini yönetme) ile sosyal beceriler arasında olumlu yönde anlamlı bir ilişki bulunmuştur. Bahar dönemindeki okuldan kaçınma alt boyutu ile sosyal beceriler arasında olumsuz yönde anlamlı bir ilişki bulunmuştur. Bahar dönemindeki sosyal beceriler, bahar dönemindeki toplam okula uyum ve alt boyutlarını (okulu sevme, iş birlikli katılım, kendi kendini yönetme, okuldan kaçınma) yordamaktadır.
The study aimed to examine the school adjustment and social skills of students who started first grade in primary school longitudinally. The sample group consisted of 102 first-grade students, 57 of whom were boys and 45 of whom were girls, who started primary school in Sinop. Personal Information Form, Teacher Rating Scale of School Adjustment (7-12 ages), Social Skills Evaluation Scale (7-12 ages) were used as data collection tools. Data collection tools were filled out twice for each child by their teachers, in the fall and spring semesters. The data of the study were analysed with Pearson Product Moment Correlation Coefficient and Simple Linear Regression Analysis techniques in SPSS 26.0 statistical package programme. In the findings, a positive relationship was found between school adjustment in autumn and its sub-dimensions (liking school, cooperative participation, self-management) and social skills, while a negative relationship was found with the sub-dimension of school avoidance. Social skills in autumn predicted total school adjustment and its sub-dimensions (liking school, cooperative participation, self-management, and school avoidance) in autumn. A significant positive relationship was found between social skills and total school adjustment and its sub-dimensions (school liking, cooperative participation, self- directiveness) in spring. A significant negative relationship was found between the school avoidance sub-dimension and social skills in the spring. Social skills in spring predicted total school adjustment and its sub-dimensions (school liking, cooperative participation, self-directiveness, school avoidance) in spring.
The study aimed to examine the school adjustment and social skills of students who started first grade in primary school longitudinally. The sample group consisted of 102 first-grade students, 57 of whom were boys and 45 of whom were girls, who started primary school in Sinop. Personal Information Form, Teacher Rating Scale of School Adjustment (7-12 ages), Social Skills Evaluation Scale (7-12 ages) were used as data collection tools. Data collection tools were filled out twice for each child by their teachers, in the fall and spring semesters. The data of the study were analysed with Pearson Product Moment Correlation Coefficient and Simple Linear Regression Analysis techniques in SPSS 26.0 statistical package programme. In the findings, a positive relationship was found between school adjustment in autumn and its sub-dimensions (liking school, cooperative participation, self-management) and social skills, while a negative relationship was found with the sub-dimension of school avoidance. Social skills in autumn predicted total school adjustment and its sub-dimensions (liking school, cooperative participation, self-management, and school avoidance) in autumn. A significant positive relationship was found between social skills and total school adjustment and its sub-dimensions (school liking, cooperative participation, self- directiveness) in spring. A significant negative relationship was found between the school avoidance sub-dimension and social skills in the spring. Social skills in spring predicted total school adjustment and its sub-dimensions (school liking, cooperative participation, self-directiveness, school avoidance) in spring.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
