Öğretmen Adaylarının Öğrenme Öz-Yeterlikleri ve Duygusal Zekâları Arasındaki İlişkinin İncelenmesi

Evrim Ural; Orhan Ercan

Research Article

Öğretmen Adaylarının Öğrenme Öz-Yeterlikleri ve Duygusal Zekâları Arasındaki İlişkinin İncelenmesi

Year 2018, Issue: 17, 125 - 147, 26.07.2018

Evrim Ural , Orhan Ercan

Abstract

Bireylerin öğrenme sürecinde, kendi öğrenmelerini düzenlemeleri ile duygusal zekâları
arasında bir ilişki olduğu literatürdeki çeşitli çalışmalarda belirtilmektedir. Bu çalışmanın
amacı fen bilgisi öğretmen adaylarının ve sınıf öğretmeni adaylarının öğrenme öz-yeterlikleri ile duygusal zekâları arasındaki ilişkiyi araştırmak ve öğretmen adaylarının öğrenme öz-yeterliği ile duygusal zekâlarının belirli değişkenlere göre değişimlerini incelemek-
tir. Bu araştırmada, nicel araştırma modellerinden ilişkisel tarama yöntemi kullanılmıştır.
Çalışmanın örneklemi, Orta Anadolu’da bir devlet üniversitesinin, eğitim fakültesinde fen
bilgisi öğretmenliği ve sınıf öğretmenliği ana bilim dallarında öğrenim gören 366 öğrenciden
oluşmaktadır. Öğrencilerin öğrenme öz-yeterliğini belirlemek amacıyla Öğrenme Öz-yeterliği Ölçeği ve duygusal zekâ düzeylerini belirlemek amacıyla Schutte Duygusal Zekâ Ölçeği
uygulanmıştır. Bulgular, öğretmen adaylarının öğrenme öz-yeterlikleri ile cinsiyetleri arasında anlamlı bir ilişki olmadığını ortaya koymuştur. Ancak, öğretmen adaylarının öğrenim gördükleri bölüm ile öğrenme öz-yeterlikleri arasındaki ilişki incelendiğinde, fen bilgisi öğretmen adaylarının öğrenme öz-yeterliklerinin sınıf öğretmeni adaylarınınkinden daha yüksek
olduğu görülmüştür. Bulgular, öğretmen adaylarının öz-yeterliklerinin sınıf düzeyine göre
de anlamlı farklılık gösterdiğini ortaya koymuştur. Çalışmanın bulguları, öğretmen adayylarının cinsiyetleri ile duygusal zekâları arasında anlamlı bir ilişki olduğunu göstermiştir.
Kadın öğretmen adaylarının duygusal zekâ puanlarının erkeklere göre daha yüksek olduğu
görülmüştür. Çalışmanın bulguları, öğretmen adaylarının öğrenim gördükleri sınıf düzeyine
göre duygusal zekâlarının değişiminin istatistiksel olarak anlamlı bir farklılık göstermediğini
ortaya koymuştur. Ayrıca bulgular, duygusal zekânın öğrenme öz-yeterliğinin anlamlı bir
yordayıcısı olduğunu ortaya koymaktadır.

Keywords

Duygusal zekâ, öğrenme öz-yeterliği, sınıf öğretmeni adayı, fen bilgisi öğretmeni adayı

References

Barbara Mandell, B. ve Pherwani, S. (2003). Relationship between emotional ıntelligence and transformational leadership style: a gender comparison. Journal of Business and Psychology, 17(3), 387-404.
Birol, C., Atamtürk, H., Silman, F., ve Şensoy, Ş. (2009). Analysis of the emotional intelligence level of teachers. Procedia Social and Behavioral Sciences, 1, 2606-2614.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445–475.
Brackett, M. A. & Mayer, J. D. (2003). Convergent, Discriminant, and Incremental Validity of Competing Measures of Emotional Intelligence. Personality and Social Psychology Bulletin, 29(9), 1147-1158.
Can, A. (2016). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi. Pegem Yayınları. Cavaco, A., Chettiar, V. ve Bate, I. (2003). Achievement motivation and self-efficacy perception amongst portuguese pharmacy students. Pharmacy Education, 3(2), 109–116.
Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795.
Ciarrochi, J. V., Chan, A. Y., & Caputi, P. (2000). A critical evaluation of the emotional intelligence contruct. Personality and Individual Differences, 28(3), 539-561.
Çakar, U. ve Arbak, Y. (2004). Modern yaklaşımlar ışığında değişen duygu-zekâ ilişkisi ve duygusal zekâ. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(3), 23-48. Damasio, A. R. (1999). Descartes’in Yanılgısı. Varlık Yayınları: İstanbul.
Day, A. L. & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance, and group citizenship behaviors. Personality and Individual Differences, 36(6), 1443-1458.
Extremera, N., Fernández-Berrocal, P., ve Salovey, P. (2006). Spanish version of the Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT). Version 2.0: Reliabilities, age and gender differences. Psicothema, 18, 42-48.
Fabio, A.D., Palazzeschi, L. (2008). Emotional intelligence and self-efficacy in a sample of Italian high school teachers. Social Behavior and Personality: An International Journal, 36 (3), 315–326. Gencer, A.S., & Cakiroglu, J., 2007. Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education 23 (5), 664–675.
Göçet, E. (2006). Üniversite öğrencilerinin duygusal zekâ düzeyleri ile stresle başa çıkma tutumları arasındaki ilişki. Yüksek lisans tezi. Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
Gürbüz, S. ve Yüksel, M. (2008). Çalışma ortamında duygusal zekâ: İş performansı, iş tatmini, örgütsel vatandaşlık davranışı ve bazı demografik özelliklerle ilişkisi. Doğuş Üniversitesi Dergisi, 9(2), 174-190.
Harrod, N.R., & Scheer, S., 2005. An exploration of adolescent emotional intelligence in relation to demographic characteristics. Adolescence, 40, 503–512.
Hopkins,M. M, & Bilimoria,D. (2008). Social and emotional competencies predicting success for male and female executives. Journal of Management Development, 27(1), 13-35, https://doi.org/10.1108/02621710810840749
İşmen, E. (2001). Duygusal zekâ ve problem çözme. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 13, 111-124.
Karasar, N. (2015). Bilimsel Araştırma Yöntemi. Nobel Akademik Yayıncılık: Ankara. Katyal, S. ve Awasthi, E. (2005). Gender differences in emotional intelligence among adolsecents of Chandigarh. Journal of Human Ecology, 17(2), 153-155.
Kremenitzer, J. P. (2005). The Emotionally Intelligent Early Childhood Educatior: Self- Re ective Journaling. Early Childhood Education Journal, 33(3), 3-9. https://doi. org/10.1007/s10643-005-0014-6
Law, K. S., Wong, C., ve Song, L. J. (2004). The construct and criterion validity of emotional intelligence and its potential utility for management studies. Journal of Applied Psychology, 89, 483-496.
Lindner, R. W. ve Harris, B. R. (1993). Teaching self regulated learning strategies. Proceedings of selected research and development presentations at the convention of the association for educational communications and technology sponsored by the research and theory division, January,13-17.
Linnenbrink, E. A., ve Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327. Martin, W.E., Easton, C., Wilson, S., Takemoto, M., Sullivan, S. (2004). Salience of emotional intelligence as core characteristics of being a counselor. Counselor Education & Supervision, 44 (1), 17–30. Mayer, J. D., Caruso, D. R., ve Salovey, P. (2000). Emotional Intellgence Meets Traditional Standards for an Intelligence. Intelligence, 27(4), 267-298.
Mayer, J. D., DiPaolo, M. T., ve Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781.
Mayer, J. D. ve Geher, G. (1996). Emotional Intelligence and the Identification of Emotion. Intelligence, 22(2), 89-119.
Mayer J., Salovey P., Caruso D. (2004). Emotional intelligence: Theory, findings and implications. Psychological Inquiry, 15(3),197-215.
Mayer, J. D., ve Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4, 197-208.
Mete, F. Ve Akpınar, K. D. (2013). Dil Öğretimi ve Duygusal Zekâ. 21. Yüzyılda Eğitim ve Toplım Bilimleri ve Sosyal Araştırmalar Dergisi, 2(5), 75-86.
Nan Zhang Hampton, N. Z. ve Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101– 112.
Niemczyk, M. C ve Savenye, W. C. (2001). The Relationship of Student Motivation and Self Regulated Learning Strategies to Performance in an Undergraduate Computer Literacy Course. Annual proceedings of selected research and development papers presented at the national convention of the association for educational communications and technology. Atlanta, Georgia, November 8–12,
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Reading and Writing Quarterly, 19, 139-158.
Penrose, A., Perry, C., & Bell, I. (2007). Emotional intelligence and teacher self-efficacy: the contribution of teacher status and length of experience. Issues in Educational Research, 17 (1), 107–126.
Perry, C., Ball, I. & Stacey, E. (2004). Emotional intelligence and teaching situations: Development of a new measure. Issues in Educational Research, 14(1), 29-43. http:// www.iier.org.au/iier14/perry.html
Pintrich, P. R. ve DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Polleys, M. S. (2002). A study of relationships between self-regulated learning, personality and achievement. Paper presented at the annual meeting of the mid-south educational research association, 6-8 November 2002, Chattanooa. Rasgetar, M. & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System 37, 700–707. Doi:10.1016/j. system.2009.09.013
Schiefele, U. ve Pekrun, R. (1996). Psychologische Modelle des fremdgesteuerten und selbstgesteuerten Lernens. In F. E. Weinert (Hrsg.), Enzyklopädie der Psychologie. Pädagogische Psychologie. Bd 2. Psychologie des Lernens und der Instruktio, 249-278, Göttingen: Hogrefe.
Schutte, N.S., Malouff, J.M. Hall, L.E. Haggerty, D.J., Cooper, J.T. Golden, C.J. & Dornheim, L. (1998). Development and Validation of a Measure of Emotional Intelligence. Personality and Individual Differences, 25, 167-177.
Salovey, P., ve Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.
Sungur, S. ve Tekkaya, C. ,2005, Effects of problem based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307–317.
Sutton, R.E., Wheatley, K.F., 2003. Teachers’ emotions and teaching: a review of the literature and directions for future research. Educational Psychology Review, 15 (4), 327–358.
Tufan, Ş. (2011). Geliştirilen duygusal zekâ eğitimi programının ortaöğretim öğrencilerinin duygusal zekâ düzeylerine etkisi. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Yayınlanmamış Yüksek Lisans Tezi. Ankara.
Van Rooy, A. L., Alonso, A. & Viswesvaran, C. (2005). Group difference in emotional intelligence scores: theoretical and practical implications. Personality and Individual Differences, 38(3), 689-700.
Wechsler, D. (1987). Wechsler Memory Scale-Revised. New York: Psychological Corporation.
Weisinger, H. (1998). İş yaşamında duygusal zekâ. (Çev: Nurettin Süleymangil). İstanbul: Mns Yayıncılık.
Yeşilyaprak, B. (2001). Duygusal zekâ ve eğitim açısından doğurguları. Kuram ve Uygulamada Eğitim Yönetimi, 7(25), 139-146.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41(2), 64–70.

Year 2018, Issue: 17, 125 - 147, 26.07.2018

Evrim Ural , Orhan Ercan

Abstract

References

Barbara Mandell, B. ve Pherwani, S. (2003). Relationship between emotional ıntelligence and transformational leadership style: a gender comparison. Journal of Business and Psychology, 17(3), 387-404.
Birol, C., Atamtürk, H., Silman, F., ve Şensoy, Ş. (2009). Analysis of the emotional intelligence level of teachers. Procedia Social and Behavioral Sciences, 1, 2606-2614.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445–475.
Brackett, M. A. & Mayer, J. D. (2003). Convergent, Discriminant, and Incremental Validity of Competing Measures of Emotional Intelligence. Personality and Social Psychology Bulletin, 29(9), 1147-1158.
Can, A. (2016). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi. Pegem Yayınları. Cavaco, A., Chettiar, V. ve Bate, I. (2003). Achievement motivation and self-efficacy perception amongst portuguese pharmacy students. Pharmacy Education, 3(2), 109–116.
Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795.
Ciarrochi, J. V., Chan, A. Y., & Caputi, P. (2000). A critical evaluation of the emotional intelligence contruct. Personality and Individual Differences, 28(3), 539-561.
Çakar, U. ve Arbak, Y. (2004). Modern yaklaşımlar ışığında değişen duygu-zekâ ilişkisi ve duygusal zekâ. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(3), 23-48. Damasio, A. R. (1999). Descartes’in Yanılgısı. Varlık Yayınları: İstanbul.
Day, A. L. & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance, and group citizenship behaviors. Personality and Individual Differences, 36(6), 1443-1458.
Extremera, N., Fernández-Berrocal, P., ve Salovey, P. (2006). Spanish version of the Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT). Version 2.0: Reliabilities, age and gender differences. Psicothema, 18, 42-48.
Fabio, A.D., Palazzeschi, L. (2008). Emotional intelligence and self-efficacy in a sample of Italian high school teachers. Social Behavior and Personality: An International Journal, 36 (3), 315–326. Gencer, A.S., & Cakiroglu, J., 2007. Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education 23 (5), 664–675.
Göçet, E. (2006). Üniversite öğrencilerinin duygusal zekâ düzeyleri ile stresle başa çıkma tutumları arasındaki ilişki. Yüksek lisans tezi. Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
Gürbüz, S. ve Yüksel, M. (2008). Çalışma ortamında duygusal zekâ: İş performansı, iş tatmini, örgütsel vatandaşlık davranışı ve bazı demografik özelliklerle ilişkisi. Doğuş Üniversitesi Dergisi, 9(2), 174-190.
Harrod, N.R., & Scheer, S., 2005. An exploration of adolescent emotional intelligence in relation to demographic characteristics. Adolescence, 40, 503–512.
Hopkins,M. M, & Bilimoria,D. (2008). Social and emotional competencies predicting success for male and female executives. Journal of Management Development, 27(1), 13-35, https://doi.org/10.1108/02621710810840749
İşmen, E. (2001). Duygusal zekâ ve problem çözme. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 13, 111-124.
Karasar, N. (2015). Bilimsel Araştırma Yöntemi. Nobel Akademik Yayıncılık: Ankara. Katyal, S. ve Awasthi, E. (2005). Gender differences in emotional intelligence among adolsecents of Chandigarh. Journal of Human Ecology, 17(2), 153-155.
Kremenitzer, J. P. (2005). The Emotionally Intelligent Early Childhood Educatior: Self- Re ective Journaling. Early Childhood Education Journal, 33(3), 3-9. https://doi. org/10.1007/s10643-005-0014-6
Law, K. S., Wong, C., ve Song, L. J. (2004). The construct and criterion validity of emotional intelligence and its potential utility for management studies. Journal of Applied Psychology, 89, 483-496.
Lindner, R. W. ve Harris, B. R. (1993). Teaching self regulated learning strategies. Proceedings of selected research and development presentations at the convention of the association for educational communications and technology sponsored by the research and theory division, January,13-17.
Linnenbrink, E. A., ve Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327. Martin, W.E., Easton, C., Wilson, S., Takemoto, M., Sullivan, S. (2004). Salience of emotional intelligence as core characteristics of being a counselor. Counselor Education & Supervision, 44 (1), 17–30. Mayer, J. D., Caruso, D. R., ve Salovey, P. (2000). Emotional Intellgence Meets Traditional Standards for an Intelligence. Intelligence, 27(4), 267-298.
Mayer, J. D., DiPaolo, M. T., ve Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781.
Mayer, J. D. ve Geher, G. (1996). Emotional Intelligence and the Identification of Emotion. Intelligence, 22(2), 89-119.
Mayer J., Salovey P., Caruso D. (2004). Emotional intelligence: Theory, findings and implications. Psychological Inquiry, 15(3),197-215.
Mayer, J. D., ve Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4, 197-208.
Mete, F. Ve Akpınar, K. D. (2013). Dil Öğretimi ve Duygusal Zekâ. 21. Yüzyılda Eğitim ve Toplım Bilimleri ve Sosyal Araştırmalar Dergisi, 2(5), 75-86.
Nan Zhang Hampton, N. Z. ve Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101– 112.
Niemczyk, M. C ve Savenye, W. C. (2001). The Relationship of Student Motivation and Self Regulated Learning Strategies to Performance in an Undergraduate Computer Literacy Course. Annual proceedings of selected research and development papers presented at the national convention of the association for educational communications and technology. Atlanta, Georgia, November 8–12,
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Reading and Writing Quarterly, 19, 139-158.
Penrose, A., Perry, C., & Bell, I. (2007). Emotional intelligence and teacher self-efficacy: the contribution of teacher status and length of experience. Issues in Educational Research, 17 (1), 107–126.
Perry, C., Ball, I. & Stacey, E. (2004). Emotional intelligence and teaching situations: Development of a new measure. Issues in Educational Research, 14(1), 29-43. http:// www.iier.org.au/iier14/perry.html
Pintrich, P. R. ve DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Polleys, M. S. (2002). A study of relationships between self-regulated learning, personality and achievement. Paper presented at the annual meeting of the mid-south educational research association, 6-8 November 2002, Chattanooa. Rasgetar, M. & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System 37, 700–707. Doi:10.1016/j. system.2009.09.013
Schiefele, U. ve Pekrun, R. (1996). Psychologische Modelle des fremdgesteuerten und selbstgesteuerten Lernens. In F. E. Weinert (Hrsg.), Enzyklopädie der Psychologie. Pädagogische Psychologie. Bd 2. Psychologie des Lernens und der Instruktio, 249-278, Göttingen: Hogrefe.
Schutte, N.S., Malouff, J.M. Hall, L.E. Haggerty, D.J., Cooper, J.T. Golden, C.J. & Dornheim, L. (1998). Development and Validation of a Measure of Emotional Intelligence. Personality and Individual Differences, 25, 167-177.
Salovey, P., ve Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.
Sungur, S. ve Tekkaya, C. ,2005, Effects of problem based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307–317.
Sutton, R.E., Wheatley, K.F., 2003. Teachers’ emotions and teaching: a review of the literature and directions for future research. Educational Psychology Review, 15 (4), 327–358.
Tufan, Ş. (2011). Geliştirilen duygusal zekâ eğitimi programının ortaöğretim öğrencilerinin duygusal zekâ düzeylerine etkisi. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Yayınlanmamış Yüksek Lisans Tezi. Ankara.
Van Rooy, A. L., Alonso, A. & Viswesvaran, C. (2005). Group difference in emotional intelligence scores: theoretical and practical implications. Personality and Individual Differences, 38(3), 689-700.
Wechsler, D. (1987). Wechsler Memory Scale-Revised. New York: Psychological Corporation.
Weisinger, H. (1998). İş yaşamında duygusal zekâ. (Çev: Nurettin Süleymangil). İstanbul: Mns Yayıncılık.
Yeşilyaprak, B. (2001). Duygusal zekâ ve eğitim açısından doğurguları. Kuram ve Uygulamada Eğitim Yönetimi, 7(25), 139-146.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41(2), 64–70.

There are 44 citations in total.

Details

Primary Language	Turkish
Subjects	Studies on Education
Journal Section	Articles
Authors	Evrim Ural Orhan Ercan
Publication Date	July 26, 2018
Submission Date	May 22, 2018
Published in Issue	Year 2018 Issue: 17

Cite

APA	Ural, E., & Ercan, O. (2018). Öğretmen Adaylarının Öğrenme Öz-Yeterlikleri ve Duygusal Zekâları Arasındaki İlişkinin İncelenmesi. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 9(17), 125-147.

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