Perceived Social Support, Depression and Life Satisfaction as the Predictor of the Resilience of Secondary School Students: The Case of Burdur

Yıl 2015, Cilt: 15 Sayı: 60, 111 - 130, 30.10.2015

Hülya Şahin Baltacı Zeynep Karataş , Zeynep Karataş

https://doi.org/10.14689/ejer.2015.60.7

Öz

Problem statement: It has been observed that there are a limited number of studies on the resilience of primary and secondary school students in Turkey. However, it is acknowledged that secondary school students with difficult conditions of life also have to cope with rapid physical, psychological and social changes brought about by adolescence. For this reason, conducting research on the resilience characteristics of students within this age range would be an opportunity to enable them to acquire the abilities that will increase their resilience level. Moreover, the findings obtained from this research would contribute to the acknowledgement of protective factors, especially crisis response studies in the fields ofpsychological counseling and guidance services.

Purpose of the Study: The general purpose of this research is to analyze perceived social support, depression and life satisfaction as predictors of the resilience of secondary school students of low socioeconomic levels. The examination of students’ levels of resilience was based on gender, who they lived with, and whether their parents were together/separated and were alive/not alive.

Method: The study group of the research consists of 386secondary school students. Of the students in the sample, 202 (52%) are girls, and 184 (48%) are boys. Of these students, 130 (34%) attend sixth-grade, 138 (36%) attend seventh-grade, and 118 (30%) attend eighth-grade. In this research used the relational screening method. To obtain the data for the Resilience Scale for Secondary School Students, The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS), Social Support Appraisal Scale for Children and Adolescents and Depression Scale for Children were used. A t-test, one-way analysis of variance, and multi-standard linear regression analysis were used for data analysis in the research.

Findings and Results: The results obtained from the research indicate that perceived social support and life satisfaction significantly predict resilience, whereas depression is not a significant predictor of resilience. Moreover, the resilience of students does not express a significant difference based on gender. The resilience levels of students who live with their parents and whose parents are together was found to be higher when compared to other students.

Conclusions and Recommendation: First of all, in order to increase their resilience abilities, psychological training can be provided through counseling in schools for students who live with only one of their parents or their relatives. Within the scope of student personality services, various social support resources can be allocated for secondary school students whose parents have separated and the father/mother is/are not alive. Since social support and life satisfaction are important variables inregard to resilience, an appropriate education-teaching environment can be provided for such studies to be conducted at schools. İn considering schools as important social support elements, increasing school services that meet the needs of the students and transforming the school into an important living area that encouragesstudents to love school can be useful. This can be achieved throughsports activities, functional clubs, and creating environments where students can comfortably express themselves. İn order to increase resilience levels, psycho-training programstargeting risk groups can be developed, and these programs can be experimentally tested. The most important restriction of this study is that the sample group consisted of students living in Burdur, a small city that does not receive many immigrants.

Keywords: Well-being, gender, stressful life events, adolescents

Anahtar Kelimeler

Well-being, gender, stressful life events, adolescents

Ortaokul Öğrencilerinin Yılmazlık Düzeylerinin Yordayıcısı olarak Algılanan Sosyal Destek, Depresyon ve Yasam Doyumu: Burdur Örneği

Öz

Anahtar Kelimeler

İyi oluş, cinsiyet, stresli yasam olayları, ergenler

Kaynakça

• Ahern, N.R., Ark, P., & Byers, J. (2008). Resilience and coping strategies in adolescents.Pediatric Nursing,20(10), 32–36.
• Barrera, M., Fleming, C. F.,& Khan, F. S. (2004). The role of emotional social support in the psychological adjustment of siblings of children with cancer. ChildCare Health and Development, 30(2), 103–111.
• Bayrakli, H. (2010). Zihinsel engelli ve engelli olmayan cocuga sahip annelerde yilmazliga etki eden degiskenlerin incelenmesi [Investigating the factors affecting resiliency in mothers of mentallyretarded and nondisabled children].(Yayinlanmamisyuksek lisans tezi). Ankara Universitesi, Egitim Bilimleri Enstitusu, Ankara.
• Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school and community. National Resilience Resource Center, University of Minnesota, İSBN: 0-309-12675-4,USA.
• Buyukozturk, S. (2010). Sosyal bilimler icin veri analizi el kitabi [Manuel data analysis for the social sciences]. Pegem Akademi, Ankara.
• Callaghan, P.,& Morrissey, J. (1993). Social support and health: A review. Journal Adv Nurs, 18, 203–210.
• Cicchetti, D.,& Toth, S. (1998). The development of depression in children and adolescents. American Psychologist,53, 221–24.
• Clinton,J. (2008). Resilience and recovery. International Journal of Children’s Spirituality,13(3), 213–222.
• Cobb, S. (1976). Social support as a moderator of life stress. Psychosom Med,38, 300–314.
• Coleman, N. (2015). Promoting resilience through adversity: Increasing positive outcomes for expelled students.Educational Studies, 41(1–2), 171–187.
• Celikel-Cam, F.,& Erkorkmaz, U. (2008). Universite ogrencilerinde depresif belirtiler ve umutsuzluk duzeyleri ile iliskili etmenler [Factors related to depressive symptoms and hopelessness among university students]. Noropsikiyatri Arsivi,45, 122–129.
• Davis, M.C., Luecken, L., & Lemery-Chalfant, K. (2009). Resilience in common life: Introduction to the special issue. Journal of Personality 77(6), 1637–1644.
• Dayioglu, B. (2008). Universite giris sinavina hazirlanan adaylarda psikolojik saglamlik: ogrenilmis gucluluk, algilanan sosyal destek ve cinsiyetin rolu [Resilience in university entrance examination applicants: The role of learned resourcefulness, perceived social support, and gender]. (Yayinlanmamisyuksek lisans tezi).Ortadogu Universitesi, Sosyal Bilimler Enstitusu, Ankara.
• Eminagaoglu, N. (2006). Guc kosullarda yasayan sokak cocuklarinda dayaniklilik (saglamlik) [Resilience (hardiness) of street children living in difficult conditions]. (Yayinlanmamisdoktora tezi). Ege Universitesi, Sosyal Bilimler Enstitusu, İzmir.
• Erdogan, G. (2006). İlkogretim 8. Sinif (14-15 yas) Ogrencilerinin depresif belirti ve ozkavram duzeylerine yaratici drama calismalarinin etkililiginin incelenmesi [The effects of creative drama on the self concept and depressive symptoms of 8th grade (ages 14-15) students with depressive symptoms]. (Yayinlanmamisyuksek lisans tezi). Gazi Universitesi,Egitim Bilimleri Enstitusu Ankara.
• Gokler, İ. (2007). The standardization study of social support assessment scale for child and adolescent: factoral structure, validity and reliability. Journal of Child and Adolescent Mental Health,12(2), 83–91.
• Fergus, S.,& Zimmerman, M.A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annu. Rev. Public Health, 26, 399–419.
• Gizir, C. A. (2004). Akademik saglamlik: Yoksulluk icindeki sekizinci sinif
• ogrencilerinin akademik basarilarina katkida bulunan koruyucu faktorlerin incelenmesi [Academic resilience: an investigation of protective factors contributing to the academic achievement of eight grade students in poverty]. (Yayinlanmamisdoktora tezi). Orta Dogu Teknik Universitesi,Sosyal Bilimler Enstitusu, Ankara.
• Goldsteine, S., & Brooks, R.B. (2006).Handbook of resilience in children. United States of
• America: Springer.
• Gokden-Kaya, N. (2007). Yatili ilkogretim bolge okulu ikinci kademe ogrencilerinde saglamligin icsel faktorlerini yordamada benlik saygisi, umut ve dissal faktorlerin rolu[The role of self-esteem, hope and external factors in predicting resilience among regional boarding elementary school students]. (Yayinlanmamisyuksek lisans tezi).Ortadogu Teknik Universitesi, Sosyal Bilimler Enstitusu, Ankara.
• Greene, R. (2002). Human behavior theory: A resilience orientation. In R. Greene (Ed.), Resiliency: An integrated approach to practice, policy, and research.Washington, DC: NASW Press.
• Guloglu, B.,& Karairmak, O. (2010). Universite ogrencilerinde yalnizligin yordayicisi olarak benlik saygisi ve psikolojik saglamlik [Self-esteem and resilience as the predictors of loneliness among university students].Ege Egitim Dergisi, 11(2),73–88.
• Hand, M.P. (2008). Psychological resilience. Saarbrucken, Germany: VDM Verlag Dr. Muller Aktien Gesellschaft & Co. KG.
• Hanewald, R. (2011). Reviewing the literature on “at-risk” and resilient children and young people.Australian Journal of Teacher Education, 36(2), 16–29.
• Joshanloo, M. (2013). The influence of fear of happiness beliefs on responses to the satisfaction with life scale. Personality and Individual Differences, 54, 647–651.
• Kagitcibasi,C. (2006). İnsan ve insanlar [New people and people]. Evrim yayincilik, İstanbul.
• Kaner, S., Bayrakli, H.,& Guzeller, C.O. (2011). Anne-babalarin yilmazlik algilarinin bazi degiskenler acisindan incelenmesi [Investigating perception of parental resilience in terms of some variables]. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi,12(2) 63–78.
• Karairmak, O. V.,& Sivis-Cetinkaya, R. (2011). Benlik saygisinin ve denetim odaginin psikolojik saglamlik uzerine etkisi: duygularin araci rolu. [The effect of self-esteem and locus of control on resilience: The mediating role of affects].Turk Psikolojik Danisma ve Rehberlik Dergisi,4 (35), 30–43.
• Karairmak, O. (2006). Resilience, risk and protective factors.Turkish Psychological Counseling and Guidance Journal, 3(26), 129–142.
• Karasar, N. ( 2007). Bilimsel arastirma yontemleri[Research methods].Nobel Yayin Dagitim. Ankara.
• Karatas, Z.,& Savi Cakar, F. (2011). Self-esteem and hopelessness, and resiliency: An exploratory study of adolescents in Turkey. International Education Studies, 4(4), 84–91.
• Kirimoglu, H., Yildirim, Y.,&Temiz, A. (2010). İlk ve ortaogretim okullarinda gorev yapan beden egitimi ve spor ogretmenlerinin yilmazlik duzeylerinin incelenmesi (Hatay ili ornegi) [A research on resiliency of physical education and sports teachers that work in primary and secondary education schools (Example of hatay province)].Nigde Universitesi Beden Egitimi ve Spor Bilimleri Dergisi,4(1),88–97.
• Lara, M. E., Leader, J., & Klein, D. N. (1998). What is social support? Harvard Mental Health Letter, 14(12), 6–8.
• Luthar, S., Cicchetti, D.,& Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562.
• Malkoc, A. & Yalcin, I. (2015). Universite Ogrencilerinde Psikolojik Dayaniklilik, Sosyal Destek,Basa Cikma ve İyi-Olus Arasindaki İliskiler[Relationships among resilience, social support, coping, andpsychological well-being among university students]. Turk Psikolojik Danisma ve Rehberlik Dergisi, 5(43), 35-43.
• Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In M.C. Wang E.W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and Prospects(3–25). Hillsdale, NJ: Lawrance Erlbaum.
• Masten, A. S. (2001). Ordinary magic: resilience processes in development. American Psychologist,56(3), 227–238.
• McDowell, İ. (2010). Measures of self-perceived well-being. Journal of Psychosomatic, 69, 69–76.
• Oktan, V. (2008). Universite sinavina hazirlanan ergenlerin psikolojik saglamliklarinin cesitli degiskenlere gore incelenmesi [ Investigate resilience of adolescents who are getting prepared for the university entrance exam].(Yayinlanmamisdoktora tezi). Karadeniz Teknik Universitesi, Sosyal Bilimler Enstitusu, Trabzon.
• Ogulmus, S. (2001, Mart).Bir kisilik ozelligi olarak yilmazlik [ Resilience as a personality trait] İ. Ulusal Cocuk ve Suc Sempozyumu: Nedenler ve Onleme Calismalari, Sozlu bildiri olarak sunulmustur, Ankara.
• Onder,A.,&Gulay, H. (2008). Ilkogretim 8. sinif ogrencilerinin psikolojik saglamliginin cesitli degiskenler acisindan incelenmesi [Resilience of 8. Grade students in relation to various variables]. Dokuz Eylul Universitesi Buca Egitim Fakultesi Dergisi, 23, 192–197.
• Oy, B. (1991). Cocuklar icin depresyon olcegi gecerlik ve guvenirlik calismasi [Validity and reliability studies of depression scale for children]. Turk Psikiyatri Dergisi, 2, 132–136.
• Oz, F.,& Bahadir-Yilmaz, E. (2009). Ruh sagliginin korunmasinda onemli bir kavram: psikolojik saglamlik [A significant concept in protecting mental health: Resilience]Hacettepe Universitesi Saglik Bilimleri Fakultesi Hemsirelik Dergisi, 82–89.
• Reich, J.W., Zautra, A.J., & Hall, J.S. (2010).Handbook of adult resilience. New York, London: The Guilford Press.
• Rose, J.,& Steen, S. (2015). The achieving success everyday group counseling model: Fostering resiliency in middle school students.Professional School Counseling, 18(1), 28–37.
• Salami, S.O. (2010). Moderating effects of resilience, self-esteem and social support on adolescents’ reactions to violence. Asian Social Science, 6(12), 101–110.
• Savi-Cakar, F.,& Karatas, Z. (2011). Ergenlerin yilmazlik duzeyleri ile algiladiklari sosyal destek arasindaki iliski [The relationship between the resilience level of adolescents and perceived social support]. Cagdas Egitim Dergisi,36(387), 12–20.
• Savi-Cakar, F.,Karatas, Z., &, Cakir, M.A. (2014).Yetiskin yilmazlik olcegi: Turk
• kulturune uyarlanmasi[An adaptation the resilience in midlife scale to Turkish adults]. Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi, 32, 22–39.
• Shonkoff, J. P. (1984). Social support and the development of vulnerable children. Am. Journal Public Health, 74 (4),310–312.
• Sipahioglu, O. (2008). Farkli risk gruplarindaki ergenlerin psikolojik saglamliklarinin incelenmesi [Investigating resilience of adoloscents’in different risk groups].(Yayinlanmamisyuksek lisans tezi).Selcuk Universitesi,Sosyal Bilimler Enstitusu, Konya.
• Siyez, D. M.,& Kaya, A. (2008). Validity and Reliability of the Brief Multidimensional Students’ Life Satisfaction Scale With Turkish Children. Journal of Psychoeducational Assessment,26 (2),139–147.
• Smith, P.R. (2009). Resilience: Resistance factor for depressive symptom. Journal of Psychiatric and Mental Health Nursing, 16, 829–837.
• Soest, T., Mossige, S., Stefansen, K., & Hjemdal, O. (2009). A validation study of the resilience scale for adolescents (READ). Journal of Psychopathology and Behavioral Assessment, 32 (2), 215¬–225.
• Steinberg, L. (2002). Adolescence. (Sixth Edition). Boston: Mc Graw Hill, 444–452.
• Sahin-Baltaci, H. (2013). Turkish 6 th -8th grade students' social emotional learning skills and life satisfaction.International Journal on New Trends in Education and Their İmplications,4 (2), 1–14.
• Sahin-Baltaci, H.,& Karatas, Z. (2014). Validity and reliability of the resilience scale for early adolescents.Procedia - Social and Behavioral Sciences, 131, 458–464.
• Tabachnick, B. G.,& Fidell, L.S. (2007). Using Multivariate Statistics, (5th ed.). Needham Heights, MA: Allyn and Bacon Publishers.
• Terzi, S. (2008). Universite ogrencilerinde kendini toparlama gucunun icsel koruyucu faktorlerle iliskisi [The relationships between resilience and internal protective factors in university students]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 35, 297–306.
• Werner, E. E.,& Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilientchildren and youth. New York: McGraw-Hill.
• Wilks, S.E.,& Spivey, C.A. (2010). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education, 29(3), 276–288.
• Yilmaz, H.,& Sipahioglu, O. (2012). Farkli risk gruplarindaki ergenlerin psikolojik saglamliklarinin incelenmesi [İnvestigating resilience of adolescents in different risk groups]. İlkogretim Online, 11(4), 927–944