Psikolojik Danışman Adaylarında Akademik Başarının Yordayısıcı Olarak Psikolojik Sağlamlık, Bilişsel Esneklik ve Öz-Yeterlik

Yıl 2022, Cilt: 24 Sayı: 1, 1 - 9, 26.04.2022

Bünyamin Ateş , Mehmet Enes Sağar

https://doi.org/10.17556/erziefd.894637

Cited By: 5

Öz

Bu araştırmada, psikolojik sağlamlık, bilişsel esneklik ve öz-yeterlik değişkenlerinin psikolojik danışman adaylarının akademik başarı düzeylerini ne kadar yordadığı incelenmiştir. Araştırma ilişkisel tarama modelinde dayalı olarak yürütülmüştür. Çalışmanın araştırma grubunu 2020-2021 eğitim-öğretim yılında Erzincan Binali Yıldırım Üniversitesi Eğitim Fakültesi Rehberlik ve Psikolojik Danışmanlık Anabilim Dalında öğrenim gören 112 (%42.3) erkek, 153 (%57.7) kız olmak üzere toplam 265 psikolojik danışman adayı oluşturmuştur. Araştırma grubunun yaş ortalaması 21.37’dir. Araştırmada veri toplama araçları olarak Kısa Psikolojik Sağlamlık Ölçeği, Bilişsel Esneklik Envanteri, Genel Öz-Yeterlik Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Araştırmada elde edilen veriler çoklu doğrusal regresyon analizinden adımsal (stepwise) regresyon analiz yöntemi ile incelenmiştir. Araştırma sonucunda; psikolojik sağlamlık, bilişsel esneklik ve öz-yeterlik değişkenlerinin akademik başarıyı anlamlı düzeyde yordadığı belirlenmiştir.

Anahtar Kelimeler

Psikolojik danışman adayı, akademik başarı, psikolojik sağlamlık, bilişsel esneklik, öz-yeterlik

Resilience, Cognitive Flexibility and Self-Efficacy as Predictors of Academic Success in Psychological Counsellor Candidates

Öz

In this study, the extent to which the variables of resilience, cognitive flexibility and self-efficacy predicted the academic success levels of psychological counselor candidates was examined. The research was conducted based on the relational screening model. The research group of the study consisted of a total of 265 psychological counselor candidates, 112 (42.3%) male and 153 (57.7%) female, studying at Erzincan Binali Yıldırım University Faculty of Education, Department of Guidance and Psychological Counseling in the 2020-2021 academic year. The average age of the research group is 21.37. Brief Resilience Scale, Cognitive Flexibility Inventory, General Self-Efficacy Scale and Personal Information Form were used as data collection tools in the study. The data obtained in the study were analyzed using the stepwise regression analysis method from the multiple linear regression analysis. As a result of the research, it was determined that resilience, cognitive flexibility and self-efficacy variables significantly predicted academic achievement.

Anahtar Kelimeler

Psychological counselor candidate, academic achievement, resilience, cognitive flexibility, self-efficacy

Kaynakça

• Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları. İdeal Kültür Yayıncılık.
• Allan, J. F., McKenna, J., & Dominey, S. (2014). Degrees of resilience: Profiling psychological resilience and prospective academic achievement in university inductees. British Journal of Guidance & Counselling, 42(1), 9–25. https://doi.org/10.1080/03069885.2013.793784
• Al-Qaisy, L.M. (2011). The relation of depression and anxiety in academic achievement among group of university students. International Journal of Psychology and Counselling, 3(5), 96-100. https://doi.org/10.5897/IJPC.9000056
• Ateş, B. (2016). Üniversite öğrencilerinde akademik başarının yordayıcısı olarak psikolojik iyi oluş ve sosyal yetkinlik. Elektronik Sosyal Bilimler Dergisi, 15(59), 1203-1214. https://doi.org/10.17755/esosder.263225
• Ateş, B. ve Sağar, M. E. (2021). The predictive role of teacher candidates' life satisfaction and communication skills on academic success. Journal of Family, Counseling and Education, 6(2), 59-70. https://doi.org/10.32568/jfce.1032814
• Aypay, A. (2010). Genel öz yeterlik ölçeğinin (GÖYÖ) Türkçe’ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 113-131. https://dergipark.org.tr/en/pub/inuefd/issue/8702/108659
• Bakırcıoğlu, R. (2012). Eğitim ve psikoloji sözlüğü. Anı Yayıncılık.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
• Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. CognitiveTherapy and Research, 8(3), 231-255. https://doi.org/10.1007/BF01172995
• Bandura. A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
• Basith, A., Syahputra, A., & Ichwanto, M.A. (2020). Academic self-efficacy as predictor of academic achievement. Jurnal Pendidikan Indonesia (JPI), 9(1), 163-170. http://dx.doi.org/10.23887/jpiundiksha.v9i1.24403
• Bonanno G.A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20-28. http://dx.doi.org/10.1037/0003-066x.59.1.20
• Borman, G. D., & Overman, L. T. (2004). Academic Resilience in Mathematics among Poor and Minority Students. The Elementary School Journal, 104(3), 177–195. https://doi.org/10.1086/499748
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. (15. Baskı). Pegem Akademi Yayıncılık.
• Chen, X., Rubin, K. H., & Li, D. (1997). Relation between academic achievement and social adjustment: Evidence from Chinese children. Developmental Psychology, 33(3), 518–525. https://doi.org/10.1037/0012-1649.33.3.518
• Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive therapy and research, 34(3), 241-253. https://doi.org/10.1007/s10608-009-9276-4
• Doğan, T. (2015). Kısa psikolojik sağlamlık ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. The Journal of Happiness ve Well-Being, 1(3), 93-102.
• Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., Pires, J., & Schlechter, A. (2011). An investigation of the relationship between students’ motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373–385. https://doi.org/10.1177/008124631104100311
• Goulão, M.F. (2014). The relationship between self-efficacy and academic achievement in adults’ learners. Athens Journal of Education, 1(3), 237-246. https://doi.org/10.30958/aje.1-3-4
• Honicke, T., & Broadbent, J. (2016). The relation of academic self-efficacy to university student academic performance: A systematic review. Educational Research Review, 17, 63-84. http://dx.doi.org/10.1016/j.edurev.2015.11.002
• Karasar, N. (2016). Bilimsel araştırma yöntemi. (31. Basım). Nobel Akademik Yayıncılık.
• Kercood, S., Lineweaver, T.T., Frank, C.C., & Fromm, E.D. (2017). Cognitive flexibility and its relationship to academic achievement and career choice of college students with and without attention deficit hyperactivity disorder. Journal of Postsecondary Education and Disability, 30(4), 329-344.
• Khan, S., Hafeez, A., & Saeed, M. (2012). The impact of problem solving skill of heads’ on students’ academic achievement. Interdisciplinary Journal of Contemporary Research in Business, 4(1), 316-312.
• Köseoğlu, Y. (2015). Self-efficacy and academic achievement-a case from Turkey. Journal of Education and Practice. 6(29), 131-140.
• Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76(2), 623–626. https://doi.org/10.2466/pr0.1995.76.2.623
• Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Repots, 11(1), 1-9. https://doi.org/10.1080/08934219809367680
• Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and psychopathology, 2(4), 425-444. https://doi.org/10.1017/S0954579400005812
• Masten, A.S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238. https://doi.org/10.1037/0003-066X.56.3.227
• Meral, M., Colak, E., & Zereyak, E. (2012). The relationship between self-efficacy and academic performance. Procedia - Social and Behavioral Sciences, 46, 1143-1146. https://doi.org/10.1016/j.sbspro.2012.05.264
• Motlagh, S. E., Amrai, K., Yazdani, M. J., Abderahim, H. Altaib, & Souri, H. (2011). The relationship between self-efficacy and academic achievement in high school students. Procedia - Social and Behavioral Sciences, 15, 765-768. https://doi.org/10.1016/j.sbspro.2011.03.180
• Murphy L.B. (1987). Further reflections on resilience. In E. J. Anthony & B. J. Cohler (Eds.), The Invulnerable Child. (pp.84-105). Guilford Press.
• Novo, A., & Calixto, J. A. (2009). Academic achievement and/or educational attainment – The role of teacher librarians in students’ future: main findings of a research in Portugal. Paper presented at the Preparing pupils and students for the future: School libraries in the picture. Proceeding of the 13th International Forum on Research in School Librarianship, the 38th Annual Conference and the IASL-IFLA Joint Meeting. 2-4 September 2009. Padova, Italy.
• Novotny, J. S., & Kremenkova, L. (2016). The relationship between resilience and academic performance at youth placed at risk. Ceskoslovenska Psychologie, 60(6), 553- 566.
• Owoyele, J. W. (2009). Relationship between stress management skills and undergraduate students’ academic achievement in two Nigerian Universities. African Research Review 3(3), 429-436. https://doi.org/10.4314/afrrev.v3i3.47541
• Önen, A.S., & Koçak, C. (2015). The effect of cognitive flexibility on higher school students’ study strategies. Procedia-Social and Behavioral Sciences 191, 2346-2350. https://doi.org/10.1016/j.sbspro.2015.04.680
• Payne, J.W., Bettman J.R., & Johnson, E.J. (1993). The adaptive decision maker. Cambridge: Cambridge University Press.
• Robbins, A., Kaye, E. & Catling, J.C. (2018). Predictors of student resilience in higher education. Psychology Teaching Review, 24(1), 44-52.
• Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316–331. https://doi.org/10.1111/j.1939-0025.1987.tb03541.x
• Sakız, H., & Aftab, R. (2019). Academic achievement and its relationships with psychological resilience and socio-demographic characteristics. International Journal of School & Educational Psychology, 7(4), 263-273. https://doi.org/10.1080/21683603.2018.1446372
• Sapmaz, F. ve Doğan, T. (2013). Bilişsel esnekliğin değerlendirilmesi: Bilişsel esneklik envanteri Türkçe versiyonunun geçerlik ve güvenirlik çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(1), 143-161. https://doi.org/10.1501/Egifak_0000001278
• Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 1-5. https://doi.org/10.7439/ijasr.v4i1.4584
• Tabbodi, M., Rahgozar, H., & Makki Abadi, M. M. (2015). The relationship between happiness and academic achievements. European Online Journal of Natural and Social Sciences, 4(1), 241-246.
• Toraman, Ç., Özdemir, H.F., Aytuğ Koşan, A.M., & Orakcı, Ş. (2020). Relationships between cognitive flexibility, perceived quality of faculty life, learning approaches, and academic achievement. International Journal of Instruction, 13(1), 85-100. https://doi.org/10.29333/iji.2020.1316a
• Wagnild, G., & Young, H. M. (1990). Resilience among older women. Image: The Journal of Nursing Scholarship, 22(4), 252–255. https://doi.org/10.1111/j.1547-5069.1990.tb00224.x
• Wagnild, G. M., & Young, H. M. (1993). Development and psychometric evaluation of there silience scale. Journal of Nursing Measurement, 1(2), 165-178.
• Yıldırım, İ. ve Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranışlar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25(25) 224-234. https://dergipark.org.tr/tr/pub/hunefd/issue/7813/102587