8. sınıf öğrencilerinin durumluk kaygı ile duygusal zeka düzeyleri arasındaki ilişkinin incelenmesi
Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Karabük Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, ergenlik döneminde, liselere giriş sınavına hazırlanan 8.sınıf öğrencilerinin durumluk kaygıları ile duygusal zeka düzeyleri arasındaki ilişkinin incelenmesi amaçlanmıştır.
Bu amaç doğrultusunda nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini 2023-2024 eğitim ve öğretim yılında 8.sınıfa devam eden öğrenciler, örneklemini ise 358 öğrenci oluşturmuştur. Araştırmanın verileri ‘Kişisel Bilgi Formu’, ‘Durumluk Kaygı Ölçeği’ve ‘Rotterdam Duygusal Zekâ Ölçeği’ ile toplanmıştır. Elde edilen verilerin analizinde IBM SPSS 27 istatistik programı kullanılmıştır. Parametrik testlerden Independent Sample t Test ve One Way ANOVA, ikiden fazla kategoride farkın hangi gruptan kaynaklandığını belirlemek amacıyla da Tukey testi kullanılmıştır. Öğrencilerin Durumluk Kaygı Ölçeği ile Rotterdam Duygusal Zekâ Ölçeği arasındaki ilişki Pearson Korelasyon Analizi ile
belirlenmiştir. Ölçeklerin güvenilirlik katsayısı için Cronbach's Alpha değerleri sunulmuş ve veriler p<0,05 anlamlılık düzeyinde test edilmiştir.
Araştırmaya katılan öğrencilerin %47,8’inin kız, %52,2’sinin erkek olduğu belirlenmiştir. Öğrencilerin Rotterdam Duygusal Zekâ Ölçeği puan ortalamasının 96,2±17,66 olduğu gözlenirken; Kendi-odaklı duygu değerlendirme alt boyut puan ortalaması 25,03±5,47, Diğerleri-odaklı duygu değerlendirme alt boyut puan ortalaması 24,6±5,61, Kendi-odaklı duygu düzenleme alt boyut puan ortalaması 22,59±5,99, Diğerleri-odaklı duygu düzenleme alt boyut puan ortalaması 23,98±5,89 olarak tespit edilmiştir. Öğrencilerin Durumluk Kaygı Ölçeği puan ortalaması ise 45,49±10,06 olarak belirlenmiştir.
Araştırma kapsamına alınan öğrencilerin tanımlayıcı özellikleri ile Rotterdam Duygusal Zekâ Ölçeği ve alt boyut puan ortalamalarının karşılaştırılmasında erkek öğrencilerin Rotterdam Duygusal Zekâ Ölçeği Kendi-odaklı duygu düzenleme alt boyut puan ortalamasının, kız öğrencilere göre anlamlı derecede yüksek (p=0,032) olduğu saptanmıştır. Baba eğitim düzeyi ortaokul mezunu olan öğrencilerin Diğerleri-odaklı duygu değerlendirme alt boyut puan ortalamasının, babası lisans üstü mezunu olan öğrencilere göre anlamlı derecede düşük (p=0,024) olduğu tespit edilmiştir.
Araştırma bulgularına göre, 8. sınıf öğrencilerinin durumluk kaygı düzeyleri ile duygusal zeka düzeyleri arasında anlamlı farklılıklar olduğu tespit edilmiştir. Özellikle erkek öğrencilerin Kendi-odaklı duygu düzenleme becerilerinin, kız öğrencilere göre daha yüksek olduğu görülmüştür. Ayrıca, babanın eğitim düzeyinin, duygusal zekanın Diğerleri-odaklı duygu değerlendirme alt boyutunu etkilediği sonucuna ulaşılmıştır.
In this study, the aim is to examine the relationship between the state anxiety and emotional intelligence levels of 8th-grade students preparing for high school entrance exams during adolescence. To achieve this aim, a correlational survey model, one of the quantitative research methods, was used. The population of the study consists of 8th-grade students during the 2023-2024 academic year, while the sample includes 358 students. The data for the study were collected using the "Personal Information Form," "State Anxiety Scale," and "Rotterdam Emotional Intelligence Scale." The IBM SPSS 27 statistical program was used for data analysis. Parametric tests such as the Independent Sample t-Test and One-Way ANOVA were conducted, and the Tukey test was used to identify which group caused differences in cases with more than two categories. The relationship between the State Anxiety Scale and Rotterdam Emotional Intelligence Scale was determined using Pearson Correlation Analysis. Cronbach's Alpha values were presented for the reliability coefficients of the scales, and the data were tested at a significance level of p<0.05. It was determined that 47.8% of the participating students were female, and 52.2% were male. The average score on the Rotterdam Emotional Intelligence Scale was 96.2±17.66, while the subscale averages were as follows: self-focused emotional evaluation, 25.03±5.47; other-focused emotional evaluation, 24.6±5.61; self-focused emotional regulation, 22.59±5.99; and other-focused emotional regulation, 23.98±5.89. The average score on the State Anxiety Scale was found to be 45.49±10.06. When comparing the descriptive characteristics of the students with the average scores of the Rotterdam Emotional Intelligence Scale and its subscales, it was observed that the self-focused emotional regulation subscale score of male students was significantly higher than that of female students (p=0.032). Additionally, students whose fathers had a middle school education level had significantly lower scores in the other-focused emotional evaluation subscale compared to students whose fathers had postgraduate degrees (p=0.024). The results of the study indicate that there are significant differences between the state anxiety levels and emotional intelligence levels of 8th-grade students. Specifically, male students demonstrated higher levels of self-focused emotional regulation compared to female students, and the father's education level was found to influence the other-focused emotional evaluation subscale of emotional intelligence.
In this study, the aim is to examine the relationship between the state anxiety and emotional intelligence levels of 8th-grade students preparing for high school entrance exams during adolescence. To achieve this aim, a correlational survey model, one of the quantitative research methods, was used. The population of the study consists of 8th-grade students during the 2023-2024 academic year, while the sample includes 358 students. The data for the study were collected using the "Personal Information Form," "State Anxiety Scale," and "Rotterdam Emotional Intelligence Scale." The IBM SPSS 27 statistical program was used for data analysis. Parametric tests such as the Independent Sample t-Test and One-Way ANOVA were conducted, and the Tukey test was used to identify which group caused differences in cases with more than two categories. The relationship between the State Anxiety Scale and Rotterdam Emotional Intelligence Scale was determined using Pearson Correlation Analysis. Cronbach's Alpha values were presented for the reliability coefficients of the scales, and the data were tested at a significance level of p<0.05. It was determined that 47.8% of the participating students were female, and 52.2% were male. The average score on the Rotterdam Emotional Intelligence Scale was 96.2±17.66, while the subscale averages were as follows: self-focused emotional evaluation, 25.03±5.47; other-focused emotional evaluation, 24.6±5.61; self-focused emotional regulation, 22.59±5.99; and other-focused emotional regulation, 23.98±5.89. The average score on the State Anxiety Scale was found to be 45.49±10.06. When comparing the descriptive characteristics of the students with the average scores of the Rotterdam Emotional Intelligence Scale and its subscales, it was observed that the self-focused emotional regulation subscale score of male students was significantly higher than that of female students (p=0.032). Additionally, students whose fathers had a middle school education level had significantly lower scores in the other-focused emotional evaluation subscale compared to students whose fathers had postgraduate degrees (p=0.024). The results of the study indicate that there are significant differences between the state anxiety levels and emotional intelligence levels of 8th-grade students. Specifically, male students demonstrated higher levels of self-focused emotional regulation compared to female students, and the father's education level was found to influence the other-focused emotional evaluation subscale of emotional intelligence.
Açıklama
Anahtar Kelimeler
Durumluk kaygı, Duygusal zeka, Öğrenci, 8. Sınıf, Sınav, State anxiety, Emotional intelligence, Student, 8th grade.
