Örtük Program ve Eğitim Stresi

Year 2018, , 1111 - 1119, 15.07.2018

Serhat Arslan , Nida Akbulut

https://doi.org/10.24106/kefdergi.398650

Abstract

Eğitim kalitesi
ve öğrencilerin motivasyonlarını etkileyen faktörler ile ilgili yapılan
çalışmalar son yıllarda artış göstermektedir. Örtük program ve eğitim stresi
algılama, alan yazında daha çok birleşenlerini ortaya çıkarmak amacıyla
oluşturulan kuramsal çerçevelerde ele alınan kavramlardır. Bu bağlamda iki
kavram arasındaki ilişkinin genç yetişkinlik döneminde olan üniversite
öğrencilerinden oluşan bir örneklemde incelenmesi bu iki yapı arasındaki
ilişkilerin risk faktörleri ve destekleyici faktörlerin anlaşılması açısından
yerinde olacaktır. Araştırmada örtük programı ile eğitim stresi arasındaki
ilişki incelenmiştir. Araştırma, 546 üniversite öğrencisi üzerinde yapılmıştır.
Öğrencilere eğitim stres ölçeği ve örtük program ölçeği uygulanmıştır. Eğitim
stresi ölçeği Sun ve diğerleri (2011) tarafından geliştirilmiştir. Örtük
program ölçeği Akbulut ve Arslan (2016) tarafından geliştirilmiştir. Örtük
program ile eğitim stresi arasındaki ilişki korelasyon ve yol analizi ile
incelenmiştir. Araştırmada örtük program ve eğitim stresinin birbiriyle anlamlı
düzeyde ilişkili olduğu bulgulanmıştır. Yapılan analiz sonucunda, eğitim
stresinin, içerik, öğretme-öğrenme süreci ve değerlendirme gibi örtük programın
alt boyutlarıyla pozitif yönde istatistiksel olarak anlamlı olduğu bulunmuştur.
Yapısal eşitlik modellemesinde tüm değişkenler tek adımda test
edilmiştir.Yapısal eşitlik modellemesinde eğitim stresinden örtük programa
doğru modelleme elde edilmiştir.Öğrencinin algılanan örtük program algısı
algılanan eğitim stresini etkilediği sonucuna ulaşılmıştır. Bulgular
kavramlarla ilgili alan yazınında edinilen bilgiler ışığında tartışılmıştır ve
ileride bu alanda yapılacak olan çalışmalara ışık tutacak nitelikte olduğu
düşünülmektedir.

Keywords

Örtük program, eğitim stresi, üniversite öğrencileri

Hidden Curriculum and Educational Stress

Abstract

Studies on the quality of education and the factors affecting the motivation of the students have increased in recent years. Hidden curriculum and education stress perception are concepts that are dealt with in theoretical frameworks designed to reveal more unions in the educational literature. In this context, the examination of the relationship between the two concepts in a sample of university students in young adulthood will be in place to understand the risk factors and supporting factors of the relationship between these two structures. Relation between hidden curriculum and educational stress has been examined in this study. Research about this study was completed with 546 university students. Educational stress scale and hidden curriculum scale have been applied to participants. Educational stress scale was developed by Sun et al. (2011). Hidden curriculum scale was developed by Akbulut and Arslan (2016). The relation between hidden curriculum and educational stress has been examined by correlation and path analysis. It was found in the study that hidden curriculum and educational stress were significantly related to each other. According to correlation analysis, statistically meaningful relation was founded between educational stress and sub dimensions of the hidden curriculum; content, learning and teaching process and evaluation. Using SEM, all the parameters of models can be tested simultaneously in one step. The specifications on the model were for direct paths from educational stress to hidden curriculum. The conclusion that student’s perceived hidden curriculum affects perceived educational stress has been reached as a result of the present study. Hidden curriculum have significant effects on educational stress. Results are discussed within the extent of the related literature.

Keywords

Hidden curriculum, educational stress, university students.

References

• Abdulselam, A. (2008). Saudi student’s perspectives on their teacher’s transmission of negative messages : A hidden curriculum. Doctora Thesis, University of Kansas
• Adıay, S. (2011). Başarı düzeyleri farkli ilköğretim 7. sinif ortamlarinin örtük pro-graminin sinif iklimi boyutunda incelenmesi. Yüsek Lisans Tezi. Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
• Akbulut,N. & Arslan,S. (2016). Örtük program ölçeği: Ölçek gelistirme çalismasi. Electronic Journal of Social Sciences, 15 (56), 169-176.
• Awino, J. O. & Agolla, J. E. (2008). A quest for sustainable quality assurance meas-urement for universities: Case of study of the university of botswana. Educa-tional Research Review, 3(6), 213-218. ISSN- 1990-3839.
• Balamurugan, M. and Kumaran, D. (2008). Development and Validation of Stu-dents’s Stres Scale. Online Submission, 7(1), 35-42.
• Beauchamp, L. and Parsons, J. (1985). The hidden curriculum of student teacher evaluation. ERIC Digest (ED 261 983).
• Bhansali, R. & Trivedi, K. (2008). Is academic anxiety gender specific? A compara-tive study. Journal of Social Sciences, 17(1), 1-3.
• Balamurugan, M. & Kumaran, D. (2008). Development and validation of students’s stres scale. Online Submission, 7(1), 35-42
• Bower, E., H. (2009). End-of-Life care training in medical school: An examination of medical students’ knowledge, attitudes, preparedness to provide care, and the hidden curriculum. Phd Dissertation, West Wirginia
• Britz, J. & E. Pappas, 2010. Sources and outlet of stress among university students: Correlations between stress and unhealthy habits. Undergraduate Research Journal for the Human Science.
• Callender C. & Wilkinson D (2012). Futuretrack: part-time higher education stu-dents – the benefits of part-time higher education after three years of study HECSU. Manchester. 93 pp
• Chen, H., Gilson, C., Ran, M. & Wong,Y. (2009). Stress among shanghai university students: the need for social work support. Journal of Social Work, 9(3), 323-344.
• Clemmitt, M. (2007). Students under stress. CQ(Congressional Quarterly) Re-searcher, 17(25), 577-600.
• Cohen, W. & Levinthal, D. (1990). Absorptive capacity : A new perspective learning and innovation. Administrative Science Quarterly , 35(1), 128-152
• Conner, J., Galloway, M. & Pope, D. (2009). Success with less stress. Educational Leadership, 67(4), 54-58.
• Copeland, E. P. (2008). Stress in children and adolescents: Tips for parents. Nation-al Association of School Psychologists Communiqué, 37(3).
• Cribb, A., & Bignold, S. (1999).Towards the reflexive medical school: the hidden curriculum and medical education research. Studies in Higher Education, 24(1), 195-209.
• D’Angelo, J. F. (1981). The hidden curriculum in a suburban catholic high school. Abstract: Dissertation For The University of Pennsylvania.
• Ehman, L. & Gillespie, J. (1974). Political life in the hidden curriculum: Does it make a difference? ERIC Document ED 099 255 (Washington, D.C. :U.S. Depart-ment Of Health, Education and Welfare, 1974), 3.
• Fallin, K., Coleman, M. and Wallinga, C.(2001). Helping children cope with stress in the classroom setting. Childhood Education, 78(1), 17-24.
• Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer
• Kohn, J.P. & Frazer, G.H. (1986). An academic stress scale: Identification and rated importance of academic stressors. Psychological Reports, 59,415-426.
• Gaikwad, P. (2010). Curriculum Pedagogy and Values: Revealing The Invisible. http://www.aias.edu/academics/sgs/info/v7n2/gaikwad.pdf.
• Giroux, H. (2001). Theory and resistance in education: Towards A pedagogy for the opposition. Westport, CT: Bergin and Garvey
• Gordon, D. (1983). Rules and effectiveness of the hidden curriculum. Journal of Philosophy of Education, 77( 2), 207-218.
• Haralambos, M. (1991). Sociology: Themes and perspectives. London, DC: Collins Education
• Hawk D,. Yannis, R. and Takala, M (2001). On the opening of society: Towards a more open and flexible educational system, systems research and behavioral science. Special Issue on Designing Educational Systems for The Twenty-First Century, 18 (4), 291-306
• Halstead, J. M & Taylor, M. J (2000b). Learning and teaching about values: A re-view of recent research. Cambridge Journal of Education , 30(2), 169-202
• Hines, A., R. (2013). The theatrical ties that bind: An examination of the hidden curriculum of theatre education. Doctoral Dissertation. Arizona State Uni-versity
• Hubbard, B. (2010). Manifestations of hidden curriculum in a community college online opticinary program: An ecological approach. Doctoral Dissertation. University Of South Florida
• Hu,L. & Bentler,M.P. (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6:1, 1-55.
• Ito, G. (2008). Examining the hidden curriculum in water safety education for afri-can americans. Doctoral Dissertation. Northern Illinois University
• Jackson, P. (1968). Life in classrooms. New York, NY: Holt, Rinehart and Winston.
• Jacobson, L. A. (2008). The gendered process of hidden curriculum and cultural capital within two teacher preperation programs. Arizona State University
• Jerald, C. B. (2006). School culture: Hidden curriculum. Washington : The Center For Comprehensive School Reform and Improvement.
• Killby,K.(2009). Coping with stress. Retrieved From http://Www.Slideshare.Net/Kkillby/Coping-With-Stress- 1932711.
• Lavoie, R. M. (2006). It’s so much work to be your friend: Mastering the hidden curriculum of school. Retreived From http://Www.Schwablearning.Org/Articles.Asp?R=996
• Leblanc, C. & Heyworth, J. (2007). Emergency physicians: "Burned Out" Or "Fired Up"? CJEM, 9, 121-123.
• Margolis, E. & Romero, M. (1998). The Functioning of the hidden curriculum in graduate sociology departments: The department is very male, very white, very old, and very conservative. Harvard Educational Review, 68, 1-32.
• Mariani, M.P.R. (1999). DLM-Forum follow -up: proposals on training of adminis-trators and archivists. Paper presented at the DLM-Forum on Electronic Records of the European Communities, held on 18-19 October, Brussels.
• Misra, R. & Mckean, M. (2000). College student’s stress and it’s relation to their anxiety, time management and leisure satisfaction. American Journal of Health Studies, 16 (1), 4.
• Otacıoğlu, S.G. (2016). Performance anxiety and academic success level examina-tion of students in Turkey. International Journal of Educational Research Review, 1(2),25-33.
• Oswalt, S. B. & Riddock, C. (2007). What to do about being overwhelmed: Gradu-ate students, stress and university service. The College Student Affair Jour-nal, 27(1), Texas: University of Texas At San Antanio
• Parsons, J. & Beauchamp, L. (1985) The hidden curriculum of student teaching evaluations. ERIC Digest (ED 261 983).
• Persaud, I. And Persaud, N. (2016).The relationship between socio-demograpics and stress levels, stresors and coping mechanisms among undergraduate students at a university in barbados. International Journal of Higher Education, 5(1), 11-27
• Posner, G. (1995). Analyzing the curriculum. (2nd Ed.). New York: Mcgraw-Hill.
• Ramirez, A. (2009). State and government role in education. (E. Provenzo editor), Sage Publications, Encyclopedia of the Social and Cultural Foundations of Ed.
• Rhorer, D. A. (2002). A hidden curriculum of racism for welfare women in a ged preparation program: A critical ethnography. Unpublished Doctor Of Edu-cation Dissertation, University Of Houston
• Saleh, K. L. (2009). Managing to manage workplace stress. The psychology founda-tion of cana-da.RetrievedFromHttp://Www.Psychologyfoundation.Org/Pdf/Publications/Managing_To_Manage.Pdftomanagestress
• Schneider, M., (2002). Do school facilities affect academic outcomes? Washington, DC: National Clearing House For Educational Facilities. Retrieved From Http://Www.Edfacilities.Org/Pubs/Outcomes.Pdf.
• Sedere, U. M. (2010). Towards a stress free education: international perspective. Paper Presented At The Annual Academic Sessions of The Open University Of Sri Lanka, February 2010. ERIC Document Reproduction Service No. ED508198.
• Sockett, H. (1992). The moral aspects of the curriculum. In P. W.Jackson (Ed ), Handbook of Research on Curriculum, 543-569, New York: Simon and Schuster
• Suldo, S.M., Friedrich, A.A., White, T.N., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents’ subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 67-85.
• Sun, Jiandong, Dunne, Michael P., Hou, Xiang-Yu & Xu, Aigiang (2011). Educa-tional stress scale for adolescents : development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), pp. 534-546.
• Vallance, E. (1983). Hiding the hidden curriculum: an interpretation of the language of justification in nineteenth-century educational reform. The Hidden Cur-riculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berke-ley, California: Mccutchan Publishing. Corporation, 9-27.
• Verma, S. & Gupta, J. (1990). Some aspects of high academic stress and symptoms. Journal of Personality and Clinical Studies, 6, 7-12.
• Waller, W.W. (1932) The sociology of teaching. New York: Wiley
• Wideman, C. (1973). The hidden curriculum: Conceptual and emprical issues sur-rounding non-academic aspects of schooling. Madison: University of Wis-consin
• Wren, D. J. (1999). School culture: Exploring the hidden curriculum. Adolescencei, 34 (135), 593 - 596.