The relationship between high school students’ psychological needs and human value perceptions

AbstractSome basic needs of individuals should be fulfilled in order to sustain his/her existence and improvement. The obligation of needs fulfillment, which is classified as physiologic and psychological needs, constitutes the fundamentals of individual behaviors. Moreover, values which appear as a criterion in an individual's opinion, attitude and behaviour also defines the things a person considers important and thus it shows, preferences, desired and undesired things. Values, which are directly related to feelings, opinions and behavior levels, are seen important in the relationship between psychological needs and values. The aim of this study is to determine the relationship level between human values (responsibility, friendship, peaceful, respect, tolerance and honesty) and psychological needs (relatedness, competence and autonomy). In this research survey method was used. 456 students, who attend several high schools and were chosen randomly, constituted the sample (47,8% male; 52,2% female). The human value perceptions of the students were measured by Human Values Scale. The psychological needs were measured by Basic Psychological Needs Scale which has relationship, efficiency and autonomy sub dimensions. The findings determined that there is a significant relationship between relatedness, competence and autonomy needs and human value perceptions

Big Five Personality Traits as The Predictor of Teachers’ Organizational Psychological Capital

The method of the research was defined as the descriptive survey model since it was aimed to test whether the personality traits of teachers are a significant predictor of their psychological capital levels in this study. 416 teachers (60.3% female, 39.7% male) who were teaching in the schools of Ministry of National Education in İstanbul and were selected by simple random element sampling method constituted the study group of the research. While 37.3% of teachers who participated in the research were working in primary schools, 39.2% of them were working in secondary schools and 23.6% of them were working in high schools. In the research, the personality traits of the teachers were measured by "adjective based personality test", and their psychological capital levels were measured by "organizational psychological capital" scale. Pearson correlation technique and multiple linear regression analysis were used to analyze the collected data. Research results showed that there was a positively significant relationship between extraversion, agreeableness, conscientiousness and openness, which are big five personality traits of teachers, and optimism, hope, resilience and self-efficacy, which are the sub-dimensions of the psychological capital scale, and that there was a negatively significant relationship with neuroticism personality trait. According to the findings obtained as a result of prediction analyses, personality traits were found to be significant predictors of optimism, resilience, hope, and self-efficacy, which are the sub-dimensions of the psychological capital scale. The results obtained from the research were discussed within the frame of the relevant literature and suggestions were offered for future researches. Keywords: Teachers, psychological capital, big five personality traits, predictio

International Commercial Arbitration and International Courts

The editors of this symposium have asked us to address an interesting question. Why hasn\u27t international commercial arbitration’s (ICA\u27s) success been repeated in the context of international courts? In the last few decades, states have created scores of permanent tribunals with jurisdiction to resolve disputes about international law. By and large, though, states have not been as receptive to the rulings of these tribunals. What accounts for this comparative lack of hospitality? Why do states treat ICA and international adjudication so differently? In this essay, I offer an explanation. States treat ICA and international adjudication differently because they are categorically different enterprises. As a private contractual arrangement, ICA does not raise serious legitimacy concerns. Arbitral awards bind only the parties and lack a systemic impact on domestic law. Moreover, ICA involves commercial disputes between sophisticated international traders. States have little interest in policing such disputes, and commercial law does not differ much from place to place anyway. ICA helps facilitate global commerce, which in turn promotes domestic economic growth. Finally, ICA has the support of influential domestic constituencies: firms that rely on arbitration to resolve international commercial disputes and lawyers who see a lucrative professional opportunity. Given all this, it is not surprising that states see ICA as a promise, not a threat. International adjudication does not fit the ICA pattern. (International investment arbitration does not fit the ICA pattern exactly, a matter I discuss below.) International courts do raise significant legitimacy concerns. International courts are not ad hoc contractual arrangements, but permanent institutions that create substantial bodies of law. Their rulings increasingly concern public-law questions on which there is little global consensus. Moreover, the economic benefits of international courts are not so straightforward. Even when they promote domestic growth, international courts can become entangled in sensitive policy debates. Finally, although some lawyers and law professors advocate deference to international courts, international adjudication does not have the same level of support from domestic constituencies as ICA does. As a result, states tend to be much less receptive to international adjudication than ICA. This essay proceeds as follows. First, I describe ICA. I focus on the most important treaty in the area, the United Nations Convention on the Recognition and Enforcement of Foreign Arbitral Awards (the New York Convention of 1958) and the laws of three countries that are particularly important in the ICA world: the United States, France and Germany. The New York Convention and the domestic laws of these countries all contain a strong pro-arbitration presumption. I explain why this is so and argue that one example that might seem to cast doubt on my theory-international investment arbitration- in fact does not. Next, I turn to international adjudication. I discuss a series of rulings by the International Court of Justice (ICJ) on the interpretation of the Vienna Convention on Consular Relations (the VCCR). For better or worse, the VCCR controversy has become the focal point for scholarship on international adjudication; the controversy suggests that states are much less comfortable with international courts than they are with ICA. I explore the ways that two domestic courts-the United States Supreme Court and the German Federal Constitutional Court-have responded to ICJ rulings in VCCR cases and explain why international adjudication has less appeal for states than ICA does

MESLEK KARARI VERME YETKİNLİK ÖLÇEĞİNİN GELİŞTİRİLMESİ

Bu çalışmada ilköğretim 8. sınıf düzeyindeki öğrencilerin meslek kararıvermede yetkinlik düzeylerini ölçen bir ölçek geliştirilmesi amaçlanmıştır. Meslek KararıVerme Yetkinlik ölçeği MKVYÖ , sosyal bilişsel kariyer kuramıve yetkinlik kuramına dayalıolarak geliştirilmiştir. Araç 27 maddeden ve üç alt ölçekten oluşan Likert tipi bir ölçektir. Geçerlik ve güvenilirlik çalışmaları480 ilköğretim 8. sınıf öğrencisinden elde edilen veriler üzerinden yapılmıştır. Ölçeğin yapıgeçerliği faktör analizi ile belirlenmiştir. MKVYÖ’nin güvenilirlik çalışmaları; madde toplam korelâsyonları, iç tutarlık katsayılarıve ölçeğin puan değişmezliği hesaplanarak yapılmıştır. Geçerlik ve güvenirlik çalışmalarına ilişkin bulgular MKVYÖ’nin geçerli ve güvenilir bir araç olduğunu göstermektedir

Psychological Needs as the Predictor of Teachers' Perceived Stress Levels

The purpose of this study is to examine the relationship between teachers' psychological needs and perceived stress levels. First of all, the differentiation status of teachers' psychological needs and perceived stress levels in terms of gender, type of institution and type of the school variables was examined. Then, the psychological need's level of predicting the perceived stress was tested. This research was carried out by descriptive survey design. For this purpose, Personal Information Form, Perceived stress level scale and Psychological needs scale were applied to 498 primary school teachers (317 female 63.7% and 181 male 36.3%). T test, F test and multiple linear regression analysis were applied in addition to descriptive statistics in the analysis of data. According to the results obtained from the research, it was found that the dominance needs of teachers working in private schools were significantly higher than the teachers working in public schools. It was determined that the psychological needs of teachers do not vary by gender, but the perceived stress levels of female teachers were significantly higher than male teachers. Besides, it was concluded that primary school teachers' need for relationship and secondary school teachers' need for autonomy were significantly higher compared to teachers working in other institutions. It was also determined that the needs for success, autonomy and dominance from among psychological needs significantly predicted the perceived stress. The results obtained from the research were interpreted and suggestions for further research were put forward

Dark Side of the Career: Reflections from an Online Discussion Platform

Career counseling research has neglected how workplace experiences affect employees’ careers. Therefore, this study aimed to understand the employees’ feelings and thoughts regarding their working life. Accordingly, this study adopted a qualitative approach and investigated 1928 posts by using Thematic Analysis from an online discussion platform. The research data were the entries of the platform under the title of "working life" from 2000 to 2022. These entries were analyzed by using MAXQDA software. Results showed three clusters: The naïve cluster comprised expectations and skills from the beginning of working life. In naïve cluster, users expressed how different their expectations in working life from reality. The black box cluster included workplace deviance and poor working conditions. In this cluster, users especially expressed problems about interpersonal relationships in the working environment. Finally, the cost cluster comprised physical, emotional, behavioral, and spiritual outputs of working life. In these outputs, users revealed their burnout, insecurity, and unhappiness. The findings were discussed from the psychology of working theory perspective, and related literature

Öğrencilerin Mesleki Eğitim Merkezlerine Yönlendirilmeleri Önündeki Engel: Olumsuz Veli Görüşleri

Bu araştırmanın amacı, Mesleki Eğitim Merkezlerinin potansiyel kaynağınıoluşturan ilköğretim 8. Sınıf öğrenci velilerinin çıraklık eğitimine ilişkin olumsuz görüşleri ve bu görüşlerine yön veren faktörleri belirlemektir. Genel tarama modelinin kullanıldığıbu araştırmada çalışma grubunu 2009–2010 eğitim öğretim döneminde ilköğretim 8. sınıfta öğrencisi olan 102’si Kadın %38.8 161’i erkek % 61.2 toplam 263 veli oluşturmaktadır. Öğrenci velilerinin Mesleki Eğitim Merkezlerine yönelik görüşlerini belirlemek amacıyla araştırmacılar tarafından geliştirilen Kişisel Bilgi formuve Mesleki Eğitimi Değerlendirme Anketi kullanılmıştır. Verilerin çözümlenmesinde frekans ve yüzde gibi betimsel analizlerin yanısıra Mesleki Eğitim Merkezlerine yönelik olumsuz görüşlerin velinin cinsiyeti ve çocuğun cinsiyetine göre farklılaşma durumunu tespit etmek amacıyla Kay-kare analizi tekniği kullanılmıştır. Araştırma sonuçları, ilköğretim 8. Sınıfta öğrencisi bulunan velilerden % 71,5’inin mesleki eğitim merkezine yönelik olumsuz görüşe sahip olduğunu göstermiştir. Çocuklarının Mesleki Eğitim Merkezine gitmesini istemeyen velilerin genelinde “mesleki eğitimde akşama kadar ayakta çalışma zorunda olma”, “mesleki eğitimdeki mesleklerin el becerisi gerektirmesi” ve “mesleki eğitimde edinilen diplomanın lise seviyesinde olmaması” olumsuz düşüncelerin bulunduğu tespit edilmiştir. Bunun yanısıra Mesleki Eğitim Merkezlerine yönelik olumsuz görüşlerin velinin cinsiyeti ve çocuğun cinsiyeti açısından da anlamlıdüzeyde farklılaştığısonucu bulunmuştur. Bu araştırmanın sonuçlarıilgili literatür çerçevesinde tartışılmışve gelecek araştırmalara yönelik öneriler sunulmuştur

Investigation of The Relationship Between Teachers’ Pscyhological Capital Levels and Organizational Citızenship Behaviours With Structural Equation Modeling

Öğretmenlerin örgütsel psikolojik sermaye düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişkinin yapısal eşitlik modeli kullanılarak incelenmesini amaçlayan bu çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmaya 2016-2017 eğitim öğretim yılı içerisinde İstanbul’da M.E.B.’na bağlı okullarda öğretmenlik yapan %62,2’si (346 kişi) kadın, %37,8’i (210 kişi) erkek toplam 556 öğretmen katılmıştır. Araştırma verilerini toplamak amacıyla “Örgütsel psikolojik sermaye ölçeği” ve “Örgütsel vatandaşlık davranışı ölçeği” kullanılmıştır. Çalışmada öncelikle kullanılan ölçeklerle toplanılan verilerin geçerlilik güvenilirlik çalışmaları yapılmıştır. Verilerin geçerlilik ve güvenilirliği sağlandıktan sonra araştırmanın temel amacına cevap vermek için yapısal eşitlik modeli (YEM) kullanılmıştır. Doğrulayıcı faktör analizi ve yapısal eşitlik model sonuçları CFI, RMSEA, ve SRMR değerleri göz önünde bulundurularak değerlendirilmiştir. Kurulan modelde, örgütsel vatandaşlık davranışının alt boyutları olan yardımlaşma, centilmenlik, vicdan ve sivil erdemin örgütsel psikolojik sermayenin alt boyutları olan iyimserlik, psikolojik dayanıklılık, umut ve özyeterlik arasındaki ilişkiler değerlendirilmiştir. Araştırma bulguları veri toplamak amacıyla kullanılan ölçeklerin geçerli ve güvenilir olduğunu ortaya çıkarmıştır. Çalışmada kurulan yapısal eşitlik modeli için hesaplanan uyum indeksleri modelin veriye uygun olduğunu göstermiştir. Buna göre öğretmenlerin örgütsel psikolojik sermaye düzeylerinin örgütsel vatandaşlık davranışlarını anlamlı düzeyde yordadığı sonucu bulunmuştur. Bu bulguya göre öğretmenlerin sahip oldukları psikolojik sermaye düzeyleri arttıkça, kendilerinden beklenen örgütsel vatandaşlık davranışlarında da belirgin bir yükseliş olmaktadır. Elde edilen sonuçlar ilgili literatür ışığında tartışılmış ve ileriye dönük önerilerde bulunulmuştur.The relational screening model was used in the study that aims to examine the relationship between teachers' Organizational psychological capital levels and Organizational citizenship behaviors using structural equation modeling. A total of 556 teachers, 62.2% (346) of them were female and 37.8% (210) of them were male, teaching in the schools of MoNE in İstanbul during the 2016-2017 academic year participated in the research. "Organizational psychological capital scale" and "Organizational citizenship behaviors scale" were used to collect research data. In the study, the validity and reliability studies of the data collected with the scales used were primarily carried out. After the validity and reliability of the data were ensured, the structural equation model (SEM) was used to answer the main purpose of the research. Confirmatory factor analysis and structural equation model results were evaluated by considering CFI, RMSEA, and SRMR values. The relationships between helping each other, gentlemanship, conscience and civic virtue, which are the sub-dimensions of organizational citizenship behavior, and optimism, psychological endurance, hope and self-efficacy, which are the sub-dimensions of organizational psychological capital, were evaluated in the model established. The research findings have revealed that the scales used to collect data are valid and reliable. The fit indices calculated for the structural equation model established in the study have shown that the model is in compliance with the data. Accordingly, it was concluded that teachers' organizational psychological capital levels significantly predict their organizational citizenship behaviors. According to this finding, teachers' psychological capital levels increase, there is also a marked rise in organizational citizenship behavior expected from them. The results obtained were discussed in the light of the related literature and prospective proposals were made

The Opinions of the Prospective Teachers Taking Pedagogical Formation Education on Critical Pedagogy

Bu araştırmanın amacı sınıf öğretmeni adaylarının başarı yönelimleri ve mesleki kaygı düzeylerinin cinsiyet ve sınıf düzeyi açısından incelenmek ve başarı yöneliminin mesleki kaygıyı yordayıp yordamadığını belirlemektir. Araştırmanın çalışma grubunu Erciyes ve Cumhuriyet üniversiteleri Eğitim Fakülteleri Sınıf öğretmenliği programlarında öğrenim gören ve basit tesadüfi eleman örnekleme yöntemiyle seçilen (%% 26,2’si erkek; %% 73,8’i kadın ) 321 öğrenci oluşturmaktadır. Araştırmada öğrencilerin başarı yönelimleri “2x2 Başarı yönelimleri ölçeği ile mesleki kaygı düzeyleri 8 alt boyutlu “Mesleki Kaygı Ölçeği” ile ölçülmüştür. Araştırmada ayrıca kişisel bilgi formu kullanılmıştır. Veriler çözümlenirken, t testi, f testi, Pearson korelasyon tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Araştırma sonuçları başarı yönelimi ve mesleki kaygı açısından cinsiyet ve sınıf düzeylerine göre bazı boyutlarda anlamlı bir farkın olduğunu ayrıca başarı yöneliminin mesleki kaygının önemli bir yordayıcısı olduğunu göstermiştir. Bu araştırmanın sonuçları ilgili literatür çerçevesinde tartışılmış ve gelecek araştırmalara yönelik öneriler sunulmuştur.The purpose of this study is to examine prospective classroom teachers' success orientations and occupational anxiety levels in terms of gender and class level and to determine whether success orientation predicts occupational anxiety. The study group of the research consisted of 321 students (26.2% male, 73.8% female) who were studying in Classroom teaching programs of Education Faculties in Erciyes and Cumhuriyet Universities and were selected by simple random employee sampling method. In the research, while students' success orientations were measured by “2x2 Success Orientation scale", their occupational anxiety levels were measured by "Occupational Anxiety Scale" with 8 sub-dimensions. Personal information form was also used in the research. ttest, f-test, Pearson correlation technique and multiple linear regression analysis techniques were used while analyzing the data. The results of the research showed that there is a significant difference in some dimensions in terms of success orientation and occupational anxiety according to gender and class levels, and that success orientation is an important predictor of occupational anxiety. The results of this research were discussed within the framework of the relevant literature and suggestions for future researches were offered