Investigation of relationship between life skills and educational values of classroom teachers (Afyonkarahisar province sample)

Bu araştırmada, sınıf öğretmenlerinin yaşam becerileri ile eğitsel değerler düzeyleri ve bunlar arasındaki ilişkinin ortaya konması amaçlanmaktadır. Araştırmanın modeli, nicel araştırma yöntemlerinden tarama modelidir. Araştırmanın örneklemini, Afyonkarahisar İli, Merkez İlçesinde, 2018-2019 eğitim öğretim yılında ilkokullarda görev yapan 292 sınıf öğretmenleri oluşturmaktadır. Veri toplama araçları olarak, Bolat ve Balaban (2017) tarafından geliştirilen Yaşam Becerileri Ölçeği (YBÖ) ve Tomul ve Çelik (2014) tarafından geliştirilen Eğitsel Değerler Ölçeği (EDÖ) kullanılmıştır. Araştırmada elde edilen verilerin çözümlenmesi sürecinde frekans, yüzde, aritmetik ortalama, standart sapma, t-testi, tek yönlü varyans analizi (ANOVA), Tukey ve Kruskal Wallis H testi, basit ve kısmi korelasyon analizi kullanılmıştır. Araştırmanın sonuçlarına göre sınıf öğretmenlerinin yaşam becerileri özelliklerinin “Oldukça katılıyorum” ve eğitsel değerler özelliklerinin “Çoğunlukla katılıyorum” düzeyinde olduğu tespit edilmiştir. Yaşam becerilerinin alt boyutlardaki en yüksek düzey karar verme ve problem çözme becerilerine, en düşük düzeyde duygularla ve stresle başa çıkma boyutunda olduğu belirtilmiştir. Eğitsel değerler alt boyutlarına ilişkin en yüksek düzey bireysel değer, en düşük düzeyde ise sosyal değer alt boyutunda olduğu tespit edilmiştir. Sınıf öğretmenlerinin yaşam becerilerinde ve eğitsel değerlerinde cinsiyet, yaş, kıdem değişkenleri açısından anlamlı farklılık tespit edilirken mezun olduğu bölüm ve çalıştığı kurum değişkenine göre anlamlı farklılık tespit edilmemiştir. Sınıf öğretmenlerinin yaşam becerileri ve eğitsel değerleri özellikleri arasında pozitif yönde anlamlı ilişki olduğu tespit edilmiştir. Eğitsel değerlerin yaşam becerileri üzerinde istatiksel olarak pozitif yönde etkisinin olduğu görülmüştür.In this study it is aimed to reveal primary school teachers’ life skills and educational values levels and the relationship between them. In the study as quantitative research models, survey research was used. The sample of the study consist of 292 primary school teachers studying in Afyonkarahisar city center in 2018-2019 academic year. As data collection tools, life skills scale developed by Bolat and Balaban (2017) and educational values scale developed by Tomul and Çelik (2014) were used. In this study to analyze the data; frequency, percentage, arithmetic mean, standard deviation, t-test, one-way analysis of variance (ANOVA), Tukey and Kruskal Wallis H test, simple and partial correlation analysis were used. According to results of the study, life skills characteristics of primary school teachers were determined to be “I quite agree” level and educational values characterictics were determined to be “I mostly agree” level. While the highest level in subdimensions of life skills was found on making decisioons and problem solving, the lowest level was found on coping with feelings and anxiety. About subdimensions of educational values, highest level was determined on individual value and lowest level was determined on social value. In primary school teachers’ life skills and educational values; while there was a significant difference in terms of gender, age and seniority; there wasn’t a significant difference in terms of department of graduation and the organisation where (s)he works. It was found that there was a positive correlation between primary school teachers’ life skills and educational values characteristics. It was found that educational values have an effect on life skills in a positive way

Do psychological inflexibility and self-criticism mediate the relationship between depression and addiction severity?

Objective: Self-related problems and psychological inflexibility, which can also lead to a vulnerability to depression, often accompany substance use disorders. This study examined whether psychological inflexibility and self-criticism mediated the relationship between depression and addiction severity. Method: We examined 111 patients with Substance use disorders (SUDs) using the Addiction Profile Index (API), Beck Depression Inventory (BDI), Forms of Self-criticizing/Attacking and Self-reassuring Scale (FSCRS), and Acceptance and Action Questionnaire-Substance Abuse (AAQ-SA). Mediation analysis was conducted to examine the mediating role of psychological inflexibility on the relationship between depression and addiction severity. Results: API total score was negatively correlated with AAQ-SA and positively correlated with BDI and FSCRS. Because FSCRS did not have a significant predictive effect on addiction severity (p=0.966), only AAQ-SA was included in the mediation analysis. According to the results of the mediation analysis, depression was found to directly affect addiction severity (direct effect, p=0.007), and it constitutes 54.5% of the total effect. Also, depression predicted addiction severity (indirect effect, p<0.001) through psychological flexibility, and it constitutes 45.5% of the total effect. Conclusion: According to our findings, psychological inflexibility is an important variable between depression and addiction severity. Although patients with SUDs may have negative evaluations about self, they may not use self-criticism as a coping strategy. Psychological inflexibility may be a substantial target for interventions in patients who use substances to avoid depressive symptoms