Öğretmen – Öğrenci İlişki Ölçeği’nin (ÖÖİÖ) Uyarlanması

Zorbaz, Selen Demirtaş; Özer, Arif; Gençtanirim-Kurt, Dilek; Ergene, Tuncay

doi:10.21031/epod.280191

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

2016

DOI: 10.21031/epod.280191

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Öğretmen – Öğrenci İlişki Ölçeği’nin (ÖÖİÖ) Uyarlanması

Selen Demirtaş Zorbaz¹,

Arif Özer²,

Dilek Gençtanirim-Kurt³

et al.

Abstract: ÖzÖğretmen -öğrenci ilişkisi, çocuğun okulla tanıştığı ilk andan itibaren sosyal ve duygusal gelişimini belirleyen bir unsurdur. Söz konusu ilişkinin niteliği birçok önleyici ve müdahale edici çalışmaya yol gösterebilecektir. Bu çalışmanın amacı Pianta (2001) tarafından Amerika'da geliştirilen ve İtalya, Hollanda, Yunanistan, Norveç ve Çin'de de uyarlama çalışması yapılan Öğretmen -Öğrenci İlişki Ölçeğinin Türkiye uyarlamasını gerçekleştirmektir. Araştırma, 46 öğretmenin 560 öğrenci için doldurdukları ölçekten… Show more

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Cited by 3 publications

References 11 publications

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School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations

Zorbaz

Ergene

2019

Children and Youth Services Review

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Adjusting to school contributes to the healthy introduction of all educational activities. For this reason, it is important to determine all facilitating and debilitating factors to the school adjustment process and to develop preventive studies for overcoming school adjustment. The purpose of this study is to determine the factors affecting the school adjustment of first-grade primary school students based on an ecological approach. The study group consisted of 81 teachers and 517 parents. The data were gathered for 517 children aged between 64 months and 98 months from public schools located in the central districts of Ankara in the 2015-2016 academic year. Structural equation modeling was used in the present study. Thus, according to the School Adjustment Model, externalizing behaviors, teacher-student relationship, and peer relations have a significant direct impact on first-grade students' school adjustment, whereas family involvement has no statistically significant direct influence on first-grade students' school adjustment. In addition, externalizing behaviors affect school adjustment through the mediating role of teacherstudent relationship and peer relations. Also, the total effect of the externalizing behavior variable on school adjustment is −0.55. The student-teacher relationship (B = 0.53) and peer relationship (B = 0.48) variables have also had an effect on school adjustment.

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School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations

Zorbaz

Ergene

2019

Children and Youth Services Review

Self Cite

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Okul Öncesi̇ Dönem Çocuklarinda Akranlar Tarafindan Dişlanmanin Yordayicilari

ZORBAZ

ARIKAN²,

GÜL³

2022

Trakya Eğitim Dergisi

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Bu çalışmada okul öncesi dönem çocuklarının akranları tarafından dışlanmasında prososyal davranışların, öğretmenle kurulan ilişkinin ve akranlara karşı saldırgan davranışların rolünün incelenmesi amaçlanmıştır. Bu amaç doğrultusunda okul öncesi eğitime devam eden 249 çocuk için 25 öğretmenden bilgi toplanmıştır. Çalışmanın hipotezlerini test etmek amacıyla gerçekleştirilen çoklu regresyon analizi sonuçlarına göre öğretmenle olan yakınlık ve akranlarla saldırgan davranışlar akranlar tarafından dışlanmanın yordayıcısı olarak bulunurken; öğretmenle olan çatışma ve prososyal davranışlar yordayıcı olarak bulunmamıştır. Çalışmanın bulguları beraber değerlendirildiğinde okul öncesi dönem çocuklarıyla çalışan ruh sağlığı uzmanlarının akranlar tarafından dışlanmayı önlemek için çocuklara sosyal beceri öğretimi ve öğretmenle etkili iletişim kurma gibi konulara odaklanmaları önerilebilir.

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Öğretmen-Öğrenci İlişkisinin Öğrencilerin Duygu Düzenleme ve Duygu İfade Etme Becerilerine Etkisinin İncelenmesi

Liman¹

2021

OPUS Uluslararası Toplum Araştırmaları Dergisi

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This study explored the predictive effect of 5-6 years old children's relationships with their teachers on their emotion regulation and emotion expression skills. Selected by simple random sampling method, the study group was made up of 146 children and 22 kindergarten teachers who had been attending and working at independent kindergartens and kindergartens affiliated with the Ministry of National Education in a city in the Central Anatolia Region during the 2019-2020 academic year. The Personal Information Form, Emotion Regulation Q-Scale, Emotion Expression Scale and Teacher-Student Relationship Scale were used in the study. Multivariate regression analysis was performed in the analysis of the study data. According to the study results, the conflict dimension of the teacherstudent relationship and the gender variable significantly predicted the variability/negativity scores. In the variability/negativity sub-dimension, the conflict dimension of teacher-student relationship had positive relationship, whereas the gender variable had negative relationship. In terms of its effects on emotion regulation scores, the strongest and most significant predictor was conflict. This was followed by gender and closeness, respectively. Finally, the conflict and closeness dimension of the teacherstudent relationship had a positive predictive effect in the emotion regulation and emotion expression sub-dimension.

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Öğretmen – Öğrenci İlişki Ölçeği’nin (ÖÖİÖ) Uyarlanması

Cited by 3 publications

References 11 publications

School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations

School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations

Okul Öncesi̇ Dönem Çocuklarinda Akranlar Tarafindan Dişlanmanin Yordayicilari

Öğretmen-Öğrenci İlişkisinin Öğrencilerin Duygu Düzenleme ve Duygu İfade Etme Becerilerine Etkisinin İncelenmesi

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