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Yıl 2015, Cilt: 12 Sayı: 31, 332 - 345, 20.10.2015

Mehmet Ali Yıldız , Mustafa Kutlu

Öz

The purpose of this study is to investigate social anxiety and depressive symptoms, as predictors of school attachment in early adolescents. This study is a correlational study investigating relations among school attachment, social anxiety and depressive symptoms. School attachment is the dependent variable, whereas social anxiety, depressive symptoms

Anahtar Kelimeler

-

Kaynakça

  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
  • Aydın, A. ve Tekinsav-Sütcü, S. (2007). Ergenler için sosyal kaygı ölçeğinin (ESKÖ) geçerlik ve güvenirliğinin incelenmesi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 14 (2), 79-89.
  • Balcı, A. (2007). Sosyal bilimlerde araştırma: Yöntem, teknik ve temel ilkeler. Ankara: PegemA Yayıncılık.
  • Beidel, D. C., Turner, S. M., & Morris T. L. (1999). Psychopathology of childhood social phobia. Journal of the American Academy of Child and Adolescent Psychiatry, 38 (6), 643-650.
  • Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Education Psychology Review, 21, 141–170.
  • Blum, R. (2005). School connectedness: Improving the lives of students. Baltimore: Johns Hopkins Bloomberg School of Public Health. http://cecp.air.org/download/MCMonographFINAL.pdf (Erişim tarihi: 9. 01. 2012).
  • Bernstein, G. A., Bernat, D. H., Davis, A. A., & Layne, A. E. (2008). Symptom presentation and classroom functioning in a nonclinical sample of children with social phobia. Depression and Anxiety, 25, 752-760.
  • Bond et al. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health 40, 357.e9 –357.e18.
  • Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The Importance of bonding to school for healthy development: Findings from the social development research group. Journal of School Health, 74 (7), 252-261.
  • Diaz, J. D. (2005). School attachment among latino youth in rural Minnesota. Hispanic Journal of Behavioral Sciences, 27 (3), 300-318.
  • Dornbusch, S. M., Erickson, K. G., Laird, J., & Wong, C. A. (2001). The relation of family and school attachment to adolescent deviance in diverse groups and communities. Journal of Adolescent Research, 16 (4), 396-422.
  • Elmore, G. M., & Huebner, E. S. (2010). Adolescents' satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47 (6), 525-537.
  • Erikson, E. H. (1993). Childhood and society. WW Norton & Company.
  • Ginsburg, G. S., La Greca, A. M., & Silverman, W. K. (1998). Social anxiety in children with anxiety disorders: Relation with social and emotional functioning. Journal of Abnormal Child Psychology, 26, 175–185.
  • Griffin, K. W., Gilbert, J. B., Lawrence, M. S., Doyle, M. M., & Williams, C. (2003). Common predictors of cigarette smoking, alcohol use, aggression, and delinquency among inner-city minority youth. Addictive Behaviors, 28, 1141–1148.
  • Hagerty, B. M., & Williams, R. A. (1999). The effects of sense of belonging, social support, conflict, and loneliness on depression. Nursing Research, 48, 215 – 219.
  • Hallinan, M. T. (2008). Teacher influences on students' attachment to school. Sociology of Education, 81 (3), 271-283.
  • Henry, K. L., & Slater, M. D. (2007). The contextual effect of school attachment on young adolescents’ alcohol use. Journal of School Health, 7 (2), 67-74.
  • Herman, K. C., Reinke, W. M., Parkin, J., Traylor, K. B., & Agarwal, G. (2009). Childhood depression: Rethinking the role of the school. Psychology in the Schools, 46 (5), 433-446.
  • Hill, L. G., & Werner, N. E. (2006). Affılıatıve motıvatıon, school attachment, and aggressıon in school. Psychology in the Schools, 43 (2), 231-246.
  • Jacobson, K. C., & Rowe, D. C. (1999). Genetic and environmental influences on the relationships between family connectedness, school connectedness, and adolescent depressed mood: Sex differences. Developmental Psychology, 35 (4), 926-939.
  • Johnson, M. K., Crosnoe, R., & Elder, G. H. JR. (2001). Students' attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 74 (4), 318-340.
  • Khalid-Khan, S., Santibanez, M-P., McMicken, C., & Rynn, M. A. (2007). Social anxiety disorder in children and adolescents. Pediatr Drugs, 9 (4), 227-237.
  • La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relationships and friendships. Journal of Abnormal Child Psychology, 26, 83–94.
  • La Greca, A. M., & Moore Harrison, H. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression?. Journal of Clinical Child and Adolescent Psychology, 34 (1), 49-61.
  • McGraw, K., Moore, S., Fuller, A., & Bates, G. (2008). Family, peer and school connectedness in final year secondary school students. Australian Psychologist, 43 (1), 27- 37.
  • McNeely, C., Nonnemaker, J., & Blum, R. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138–146.
  • Mouton, S. G. (1995). Assessing school attachment: A qualitative investigation of low-attached high school students. Unpublished Doctor of Philosophy Dissertation. University of Houston. Texas.
  • Mouton, S. G., Hawkins, J., McPherson, R. H., & Copley, J. (1996). School attachment: Perspectives of low-attached high school students. Educational Psychology, 16 (3), 297-304.
  • Öy, B. (1991). Çocuklar için depresyon ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 2, 132-137.
  • Rasmussen, M., Damsgaard, M. T., Holstein, B. E., Poulsen, L. H., & Due, P. (2005). School connectedness and daily smoking among boys and girls: the influence of parental smoking norms. European Journal of Public Health, 15 (6), 607–612.
  • Resnick et al. (1997). Protecting adolescents from harm findings from the national longitudinal study on adolescent health. The Journal of the American Medical Association, 278 (10), 823-832.
  • Ross, A. G., Shochet, I. M., & Bellair, R. (2010). The role of social skills and school connectedness in preadolescent depressive symptoms. Journal of Clinical Child & Adolescent Psychology, 39 (2), 269–275.
  • Savi Çakar, F. (2011). Çocuk ve ergenler için okula bağlanma ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 10 (1), 80-90. [Online]: http://ilkogretim-online.org.tr. (Elde edilme tarihi: 03.10.2011).
  • Savi Çakar, F. (2011a). School attachment and quality of life in children and adolescents of elementary school In Turkey. Educational Research, 1(9), 1465-1471.
  • Shears, J., Edwards, R. W., & Stanley, L. R. (2006). School bonding and substance use in rural communities. Social Work Research, 30(1), 6-18.
  • Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35(2), 170–179.
  • Shochet, I. M., Homel, R., Cockshaw, W. D., & Montgomery, D. T. (2008). How do school connectedness and attachment to parents interrelate in predicting adolescent depressive symptoms? Journal of Clinical Child & Adolescent Psychology, 37, 676-681.
  • Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108 (2), 211-221.
  • Sübaşı, G. (2007). Üniversite öğrencilerinde sosyal kaygıyı yordayıcı bazı değişkenler. Eğitim ve Bilim, 32, 3-15.
  • School connectedness: Strategies for increasing protective factors among youth.http://www.cdc.gov/healthyyouth/adolescenthealth/pdf/connectedness.pdf (Erişim tarihi: 10. 12. 2011)

ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ

Yıl 2015, Cilt: 12 Sayı: 31, 332 - 345, 20.10.2015

Mehmet Ali Yıldız , Mustafa Kutlu

Öz

Bu araştırmanın amacı, ilköğretimdeki (ortaokul) erinlerin okula bağlanma düzeyleri üzerinde sosyal kaygı belirtileri ile depresif belirtilerin yordayıcı etkisinin olup olmadığını incelemektir. Araştırmanın örneklemini Diyarbakır ili merkez ilçelerindeki ilköğretim okullarının 6. 7. ve 8. sınıflarına devam eden yaş ortalaması 12.86 (Ss= 1.08) olan 242’si kız (% 53.8) ve 208’i erkek (% 46.2) olmak üzere toplam 450 öğrenci oluşturmuştur. Araştırmanın verilerinin analizinde, betimsel istatistikler, araştırmanın değişkenleri arasındaki ilişkilerin saptanması için Pearson Çarpım Momentler Korelasyon Katsayısı; depresif belirtiler ve sosyal kaygı değişkenlerinin okula bağlanmayı yordamasına ilişkin ise Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Araştırmada, anlamlılık düzeyi .05 olarak alınmıştır. Araştırmadan elde edilen bulgulara göre, depresif belirtiler ile genel durumlarda sosyal kaçınma ve huzursuzluk duyma (G-SKHD) değişkenlerinin, okula bağlanma üzerinde anlamlı düzeyde yordayıcı olduğu görülürken; olumsuz değerlendirme korkusu (ODK) ve yeni durumlarda sosyal kaçınma ve huzursuzluk duyma (Y-SKHD) değişkenlerinin, okula bağlanma üzerinde anlamlı bir yordayıcı olmadığı görülmüştür. Araştırmadan elde edilen bulgular, depresif belirtiler ile genel durumlarda sosyal kaçınma ve huzursuzluk duymanın, erinlerin okula bağlanmaları üzerinde önemli değişkenler olduğunu göstermiştir. Erinlerin okula bağlanma düzeylerini yükseltmek için sosyal kaygı ile depresif belirtilerini azaltma odaklı psiko-eğitim programları hazırlanarak okullarda uygulamalar yapılabilir.

Anahtar Kelimeler

Okula Bağlanma Sosyal Kaygı Depresif Belirtiler Erinlik

Kaynakça

  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
  • Aydın, A. ve Tekinsav-Sütcü, S. (2007). Ergenler için sosyal kaygı ölçeğinin (ESKÖ) geçerlik ve güvenirliğinin incelenmesi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 14 (2), 79-89.
  • Balcı, A. (2007). Sosyal bilimlerde araştırma: Yöntem, teknik ve temel ilkeler. Ankara: PegemA Yayıncılık.
  • Beidel, D. C., Turner, S. M., & Morris T. L. (1999). Psychopathology of childhood social phobia. Journal of the American Academy of Child and Adolescent Psychiatry, 38 (6), 643-650.
  • Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Education Psychology Review, 21, 141–170.
  • Blum, R. (2005). School connectedness: Improving the lives of students. Baltimore: Johns Hopkins Bloomberg School of Public Health. http://cecp.air.org/download/MCMonographFINAL.pdf (Erişim tarihi: 9. 01. 2012).
  • Bernstein, G. A., Bernat, D. H., Davis, A. A., & Layne, A. E. (2008). Symptom presentation and classroom functioning in a nonclinical sample of children with social phobia. Depression and Anxiety, 25, 752-760.
  • Bond et al. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health 40, 357.e9 –357.e18.
  • Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The Importance of bonding to school for healthy development: Findings from the social development research group. Journal of School Health, 74 (7), 252-261.
  • Diaz, J. D. (2005). School attachment among latino youth in rural Minnesota. Hispanic Journal of Behavioral Sciences, 27 (3), 300-318.
  • Dornbusch, S. M., Erickson, K. G., Laird, J., & Wong, C. A. (2001). The relation of family and school attachment to adolescent deviance in diverse groups and communities. Journal of Adolescent Research, 16 (4), 396-422.
  • Elmore, G. M., & Huebner, E. S. (2010). Adolescents' satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47 (6), 525-537.
  • Erikson, E. H. (1993). Childhood and society. WW Norton & Company.
  • Ginsburg, G. S., La Greca, A. M., & Silverman, W. K. (1998). Social anxiety in children with anxiety disorders: Relation with social and emotional functioning. Journal of Abnormal Child Psychology, 26, 175–185.
  • Griffin, K. W., Gilbert, J. B., Lawrence, M. S., Doyle, M. M., & Williams, C. (2003). Common predictors of cigarette smoking, alcohol use, aggression, and delinquency among inner-city minority youth. Addictive Behaviors, 28, 1141–1148.
  • Hagerty, B. M., & Williams, R. A. (1999). The effects of sense of belonging, social support, conflict, and loneliness on depression. Nursing Research, 48, 215 – 219.
  • Hallinan, M. T. (2008). Teacher influences on students' attachment to school. Sociology of Education, 81 (3), 271-283.
  • Henry, K. L., & Slater, M. D. (2007). The contextual effect of school attachment on young adolescents’ alcohol use. Journal of School Health, 7 (2), 67-74.
  • Herman, K. C., Reinke, W. M., Parkin, J., Traylor, K. B., & Agarwal, G. (2009). Childhood depression: Rethinking the role of the school. Psychology in the Schools, 46 (5), 433-446.
  • Hill, L. G., & Werner, N. E. (2006). Affılıatıve motıvatıon, school attachment, and aggressıon in school. Psychology in the Schools, 43 (2), 231-246.
  • Jacobson, K. C., & Rowe, D. C. (1999). Genetic and environmental influences on the relationships between family connectedness, school connectedness, and adolescent depressed mood: Sex differences. Developmental Psychology, 35 (4), 926-939.
  • Johnson, M. K., Crosnoe, R., & Elder, G. H. JR. (2001). Students' attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 74 (4), 318-340.
  • Khalid-Khan, S., Santibanez, M-P., McMicken, C., & Rynn, M. A. (2007). Social anxiety disorder in children and adolescents. Pediatr Drugs, 9 (4), 227-237.
  • La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relationships and friendships. Journal of Abnormal Child Psychology, 26, 83–94.
  • La Greca, A. M., & Moore Harrison, H. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression?. Journal of Clinical Child and Adolescent Psychology, 34 (1), 49-61.
  • McGraw, K., Moore, S., Fuller, A., & Bates, G. (2008). Family, peer and school connectedness in final year secondary school students. Australian Psychologist, 43 (1), 27- 37.
  • McNeely, C., Nonnemaker, J., & Blum, R. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138–146.
  • Mouton, S. G. (1995). Assessing school attachment: A qualitative investigation of low-attached high school students. Unpublished Doctor of Philosophy Dissertation. University of Houston. Texas.
  • Mouton, S. G., Hawkins, J., McPherson, R. H., & Copley, J. (1996). School attachment: Perspectives of low-attached high school students. Educational Psychology, 16 (3), 297-304.
  • Öy, B. (1991). Çocuklar için depresyon ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 2, 132-137.
  • Rasmussen, M., Damsgaard, M. T., Holstein, B. E., Poulsen, L. H., & Due, P. (2005). School connectedness and daily smoking among boys and girls: the influence of parental smoking norms. European Journal of Public Health, 15 (6), 607–612.
  • Resnick et al. (1997). Protecting adolescents from harm findings from the national longitudinal study on adolescent health. The Journal of the American Medical Association, 278 (10), 823-832.
  • Ross, A. G., Shochet, I. M., & Bellair, R. (2010). The role of social skills and school connectedness in preadolescent depressive symptoms. Journal of Clinical Child & Adolescent Psychology, 39 (2), 269–275.
  • Savi Çakar, F. (2011). Çocuk ve ergenler için okula bağlanma ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 10 (1), 80-90. [Online]: http://ilkogretim-online.org.tr. (Elde edilme tarihi: 03.10.2011).
  • Savi Çakar, F. (2011a). School attachment and quality of life in children and adolescents of elementary school In Turkey. Educational Research, 1(9), 1465-1471.
  • Shears, J., Edwards, R. W., & Stanley, L. R. (2006). School bonding and substance use in rural communities. Social Work Research, 30(1), 6-18.
  • Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35(2), 170–179.
  • Shochet, I. M., Homel, R., Cockshaw, W. D., & Montgomery, D. T. (2008). How do school connectedness and attachment to parents interrelate in predicting adolescent depressive symptoms? Journal of Clinical Child & Adolescent Psychology, 37, 676-681.
  • Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108 (2), 211-221.
  • Sübaşı, G. (2007). Üniversite öğrencilerinde sosyal kaygıyı yordayıcı bazı değişkenler. Eğitim ve Bilim, 32, 3-15.
  • School connectedness: Strategies for increasing protective factors among youth.http://www.cdc.gov/healthyyouth/adolescenthealth/pdf/connectedness.pdf (Erişim tarihi: 10. 12. 2011)
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Mehmet Ali Yıldız

Mustafa Kutlu

Yayımlanma Tarihi 20 Ekim 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 12 Sayı: 31

Kaynak Göster

APA Yıldız, M. A., & Kutlu, M. (2015). ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 332-345.
AMA Yıldız MA, Kutlu M. ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Ekim 2015;12(31):332-345.
Chicago Yıldız, Mehmet Ali, ve Mustafa Kutlu. “ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12, sy. 31 (Ekim 2015): 332-45.
EndNote Yıldız MA, Kutlu M (01 Ekim 2015) ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 31 332–345.
IEEE M. A. Yıldız ve M. Kutlu, “ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 31, ss. 332–345, 2015.
ISNAD Yıldız, Mehmet Ali - Kutlu, Mustafa. “ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12/31 (Ekim 2015), 332-345.
JAMA Yıldız MA, Kutlu M. ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12:332–345.
MLA Yıldız, Mehmet Ali ve Mustafa Kutlu. “ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 31, 2015, ss. 332-45.
Vancouver Yıldız MA, Kutlu M. ERİNLERDE OKULA BAĞLANMANIN YORDAYICISI OLARAK SOSYAL KAYGI VE DEPRESİF BELİRTİLERİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12(31):332-45.

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