Bir İlköğretim Okulundaki Zorba, Kurban, Zorba/Kurban ve Kontrol Gruplarının Davranış Özellikleri ve Hoşlanılma Düzeyleri

The purpose of this study is to examine the differences among four groups of students who were identified as bullies, victims, bully/victims, and controls in terms of their behavioral characteristics and likeability as evaluated by their peer groups. The sample consisted of 140 (70 males, 70 females) fourth grade elementary school students. Three separate peer nomination procedures were followed: One for assigning the students to bullying groups, two others to six behavioral categories (“cooperates”, “disrupts”, “shy”, “fights”, “seeks help”, and “leader”) and to three likeability groups (“liked most”, “liked”, “liked least”). The results of a two separate one-way multivariate analysis of variance employed to the behaviors scores and likeability scores showed significant main effects for bullying groups. The results of two separate one-way multivariate analysis of variance of the behavior scores and likeability scores showed significant main effects for bullying groups. The results regarding behavioral characteristics revealed significant differences in “cooperates”, “disrupts”, “shy”, and “fights” scores among bullying groups. The results concerning likeability indicated that controls were significantly different from bullies and bully/victims both in “liked most” and “liked least” scores. Findings were discussed in the light of research findings.Bu araştırmanın amacı; zorba, kurban, zorba/kurban ve kontrol olarak tanımlanan dört grup öğrencinin arkadaşları tarafından değerlendirilen davranış özellikleri ve hoşlanılma düzeyleri arasındaki farklılıkları incelemektir. Araştırmanın örneklemini ilkokul dördüncü sınıfa devam eden 140 (70 erkek, 70 kız) öğrenci oluşturmuştur. Araştırmada üç ayrı atama yöntemi kullanılmıştır. Bunlar, öğrencileri dört zorbalık grubuna (zorba, kurban, zorba/kurban ve kontrol) atama, altı davranış kategorisine (“işbirliği yapar”, “rahatsız eder”, “utanır”, “kavgaları başlatır”, “yardım arar” ve “liderlik yapar”) atama ve üç hoşlanılma düzeyine (“çok sevilen”, “sevilen” ve “az sevilen”) atamadır. Davranış puanları ve hoşlanılma puanlarına uygulanan iki ayrı tek yönlü MANOVA sonuçları, zorbalık gruplan temel etkisinin anlamlı olduğunu göstermiştir. Davranış özellikleri ile ilgili bulgular, zorbalık grupları arasında “işbirliği yapar”, “rahatsız eder”, “utanır” ve “kavgalar başlatır” puanlar yönünden anlamlı farklılıklar olduğunu; hoşlanılma puanlan açısından ise kontrol grubundaki öğrencilerin “çok sevilen” ve “az sevilen” puanlarının her ikisinin de zorba ve zorba/kurbanların puanlarından anlamlı düzeyde farklı olduğunu ortaya çıkarmıştır. Bulgular, diğer araştırma sonuçlarının ışığında tartışılmıştır

The relationship between art self-concept and the other dimensions of self-concept

Bu araştırmanın amacı, sanatsal benlik kavramı ile benliğin diğer boyutları arasındaki ilişkiyi incelemektir. Bu amaçla, Orta Doğu Teknik Üniversitesi Eğitim Fakültesinin çeşitli bölüm ve sınıflarında okumakta olan toplam 172 (111 kız, 59 erkek, 2 cinsiyet belirtmemiş) öğrenciye Sanat Benlik Kavramı Ölçeği (SBKÖ) ve Tennesse Benlik Kavramı Envanteri (TBKE) uygulanmıştır. Sanat benlik kavramı yüksek ve düşük olan üniversite öğrencilerinin benliğin fiziksel, ahlaki, kişisel, aile ve sosyal alt boyutlarında kendilerini algılamaları açısından farklılık bulunup bulunmadığını incelemek amacıyla yürütülen çoklu varyans analizi (MANOVA) sonuçları, sanatsal benlik kavramı yüksek olan grupta yer alan öğrencilerin kişisel ve sosyal benlik kavramı puan ortalamalarının sanatsal benlik kavramı düşük olan grupta yer alan öğrencilerden anlamlı düzeyde yüksek olduğunu göstermiştir. Bulgular, sanatsal benlik kavramının kişisel ve sosyal benlik kavramları üzerindeki rolü ve öğrencilerin gelişim özellikleri açısından tartışılmıştır.The purpose of this study was to investigate the relationships between art self concept and the other dimensions of self. For this purpose, art Self Concept Scale (ASCS) and Tennessee Self Concept Inventory (TSCI) were administered to 172 (111 female, 59 male, 2 missing value for gender) Middle East Technical University students who were attending to different departments of Faculty of Education. One way multivariate analysis of variance (MANOVA) was carried out to investigate the differences between high and low art self concept groups in terms of five dimensions of self concepts (physical, moral, personal, family, and social). Results yielded that those students who were in high art self-concept group scored significantly higher in personal and social dimensions of self concept than those in low art self concept group. Results are discussed in relation to the role of art self concept in personal and social self concepts and developmental nature of university students

Conflict-handling behavior toward spouses and supervisors

The differences in conflict-handling behaviors toward spouses and supervisors in Turkey were examined. Participants were 71 married individuals (33 women, 38 men) who were subordinates working as full-time employees in different organizations and who agreed to answer a two-page questionnaire prepared by the author, based on conflict-handling behavior identified by Thomas (1976). The participants were not married to each other, nor were they working under the same supervisor. The results offered no support for the differences in five conflict-handling behaviors in different relationships. On the other hand, sex differences were observed, indicating that women tend to behave competitively toward their spouses, whereas men behave competitively toward their immediate supervisors

The functionality of conflict behaviors and the popularity of those who engage in them

This study had 267 Turkish university students evaluate (1) the extent to which individuals accomplish their goals via conflict behavior and (2) the preference for becoming friends with these individuals in light of their conflict behavior. The students responded to a questionnaire after reading a story about a five-person group and their conflict behaviors (forcing, avoiding, accommodating, compromising, and collaborating). The results indicated that the person in the story who engaged in compromise was rated as most successful both in accomplishing goals and in establishing interpersonal relationships

Conflict behaviors and their relationship to popularity

This study examined conflict behaviors (self, other) among 127 Turkish college students. Differences in five conflict behaviors (forcing, avoiding, accommodating, compromising, and collaborating) were then explored in relation to popularity and unpopularity. Results indicated that the students engaged in more avoiding and compromising behaviors, while perceiving more forcing behavior in others. Further, the unpopular group was found to engage in more compromising behavior, and perceived more forcing behavior in others, as compared with the popular group. Constructive and destructive conflict strategies, and their implications for popularity, are discussed

THE ROLE OF SENSE OF COHERENCE AND PHYSICAL ACTIVITY IN POSITIVE AND NEGATIVE AFFECT OF TURKISH ADOLESCENTS

This study investigated the role of sense of coherence and total physical activity in positive and negative affect. Participants were 376 (169 female, 206 male, and 1 missing value) student volunteers from different faculties of Middle East Technical University. Three questionnaires: Sense of Coherence Scale (SOC), Physical Activity Assessment Questionnaire (PAAQ), and Positive and Negative Affect Schedule (PANAS) were administered to the students together with the demographic information sheet. Two separate stepwise multiple linear regression analyses were conducted to examine the predictive power of sense of coherence and total physical activity on positive and negative affect scores. Results revealed that both sense of coherence and total physical activity predicted the positive affect whereas only the sense of coherence predicted the negative affect on university students. Findings are discussed in light of sense of coherence, physical activity, and positive and negative affect literature

Life and value orientations of Turkish University students

This study investigated the value orientations of optimists and pessimists and the value structures of each group. The Life Orientation Test and the Rokeach Value Survey were administered to 285 university students in Ankara, Turkey. Results indicated that there were differences in the value orientations of optimists and pessimists. The examination of value structures of optimists and pessimists revealved that optimists were likely to give priority to self-expansion, while pessimists tended toward self-restriction

Parenting styles and learned resourcefulness of Turkish adolescents

This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian