Ergenlerin Anne Baba ve Öğretmenlerinden Algıladıkları Duygusal İstismarın Öz-Yeterlikleri Üzerindeki Yordayıcı Etkisi Üzerine Bir İnceleme

Abstract

The purpose of this research is to determine the predictive effect of adolescents' emotional abuse perceived from parents and teachers on their academic, social, and emotional self-efficacy. Data were collected from among 323 students, 187 of them girls and 136 of them boys, who have been attending to five different secondary schools in Ataşehir district, İstanbul. "The Perception of Psychological Maltreatment Inventory for Adolescent-Mother Form and Father Form" (Vardar, 1994) "Perceived Teacher Behavior Scale" (Çakar, 1994) and "Self-Efficacy Scale for Children" (Telef, 2011) were used in the data collection process. According to the results of step-wise multiple regression analysis, the adolescents' emotional abuse perceived from their teachers alone explains 13% of variance on academic self-efficacy scores and 7% of variance on social self-efficacy scores. It has been found that emotional abuse perceived from parents does not contribute significantly to the predictions of academic and social self-efficacy. Emotional abuse perceived by adolescents from their fathers alone explains 2% of variance on emotional self-efficacy scores. Findings revealed that emotional abuse perceived from mothers and teachers did not have a significant predictive effect on adolescents'sense of emotional self-efficacy. The findings are discussed based on the relevant literature.

The relationship of emotional abuse, self-value and conflict resolution needs in secondary school students

“…When the literature is examined, it has been observed that as the perceived emotional abuse from the parents increases, the social, academic, and emotional self-efficacy levels of the students decrease. Adolescents who do not perceive emotional abuse from their parents are more socially and personally compatible; the adolescent exposed to emotional abuse tends to become closer to external control and be more anxious, whereas the adolescent who is not emotionally abused is closer to internal control and less anxious; there is a significant relationship between emotional abuse and self-esteem of students' conflict resolution skills, problem-solving, and social support; It was found that there is a meaningful positive relationship among teacher, family, and friends (Durmuşoglu and Dogru, 2006 ; Yalçin, 2007 ; Öztep, 2010 ; Koçmarlar and Akbag, 2018 ; Mert et al, 2019 ; Karapinar, 2021 ).…”

“…Emotionally abused adolescents will experience aggressive, negative self-development, disorder in social relations, and the lack of self-confidence (Yalçin, 2007 ). Abuse is the deprivation of children of attention and love (Koçmarlar and Akbag, 2018 ). Self-concept is to perceive what the student is, what he/she wants to do, and why (Biyikli, 2014 ).…”

Psikolojik Danışman Adaylarının Eğitim Kurumlarında Maruz Kaldığı Duygusal İstismar ve Yansımaları: Nitel Bir Çalışma

“…The subjective and emotional well-being of individuals who were exposed to any kind of neglect or abuse in childhood is significantly affected in adulthood due to the trauma they experienced (Gilbertet al, 2009). Children and adolescents who are exposed to emotional abuse demonstrate differences in the levels of depression (Gibbet al, 2004;Hegartyet al, 2004;Siyez, 2003), self-efficacy (Koçmarlar, 2016;Sofferet al, 2008), self-respect (Siyez, 2003), academic performance (Azizoğlu, 2009;Doyle, 1997;Slade & Wissow, 2007), and behavior problems. Adults who were exposed to emotional abuse in the past were found to have high levels of social anxiety (Nandaet al, 2016) and depression (Martinset al, 2014).…”

“…Çocukluk döneminde herhangi bir ihmal ya da istismara maruz kalan bireylerin yetişkinliklerinde, geçmişte yaşadıkları bu travmaya bağlı olarak öznel ve duygusal iyi oluşlarının önemli bir biçimde etkilendiği görülmektedir (Gilbertvd.,2009). Duygusal istismara maruz kalan çocuk ve ergenlerin depresyon (Gibbvd.,2004;Hegartyvd., 2004;Siyez, 2003), özyeterlik (Koçmarlar, 2016;Soffervd., 2008), benlik saygısı (Siyez, 2003), akademik performans (Azizoğlu, 2009;Doyle, 1997;Slade ve Wissow, 2007) ve davranış problemleri düzeylerinin farklılaştığı görülmüştür. Geçmişte duygusal istismara maruz kalmış yetişkinlerin ise sosyal kaygı (Nandavd.,2016) ve depresyon (Martinsvd., 2014) düzeylerinin yüksek olduğu gözlemlenmiştir.…”

Ebeveynlerin Çocuk Yetiştirmeye Yönelik Tutumları ile Çocuk İstismarı ve İhmali Hakkında Bilgi ve Farkındalık Düzeyleri Arasındaki İlişkinin İncelenmesi

“…Genellikle MBPS'ye sebep olan kişi annedir (Tümer ve diğerleri, 2016).Duygusal istismar; aşağılama, azarlama, tehdit, çocuğun ilgi ve ihtiyaçlarını önemsememek ve karşılamamaktır. Tanılanması oldukça zordur (Dinleyici ve Dağlı, 2016;Koçmarlar ve Akbağ, 2018). Cinsel istismar; henüz cinsel gelişimini tamamlamamış olan çocuğa, kendinden yaşça büyük olan birinin cinsel aktivite içeren davranışlarda bulunması durumudur (Gökçe İmren, Ayaz, Yusufoğlu ve Rodopman Arman, 2013).…”