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Bu araştırmanın amacı, ergenlerin duygusal zekâ düzeylerinin akademik, sosyal ve duygusal öz-yeterlikleri arasındaki ilişkinin incelenmesidir. Araştırmanın çalışma grubu İç Anadolu Bölgesi’nde yer alan bir ilde merkez ilçelerde bulunan liselerde öğrenim gören, yaşları 14 ile 17 arasında değişen 376 (%60.54) erkek, 245 (%39.46) kız olmak üzere toplam 621 öğrenciden oluşmaktadır. Veri toplama sürecinde Bar-On Duygusal Zekâ Çocuk ve Ergen Formu ve Çocuklar için Öz-yeterlik Ölçeği kullanılmıştır. Verilerin istatistik analizi SPSS 18.00 paket programı ile yapılmış olup anlamlılık düzeyi olarak .05 alınmıştır. Araştırma sonuçlarına göre; Akademik Öz-yeterlik ile duygusal zekânın tüm alt boyutları (bireyiçi ilişkiler, bireylerarası ilişkiler, uyumluluk becerileri, stres yönetimi, genel ruh hali ve olumlu etki) arasında pozitif yönlü anlamlı düzeyde ilişkiler bulunmuştur. Sosyal Öz-yeterlik ile duygusal zekânın alt boyutlarından (bireyiçi ilişkiler, bireylerarası ilişkiler, uyumluluk becerileri, genel ruh hali ve olumlu etki) pozitif yönlü anlamlı düzeyde ilişkiler bulunmuştur. Duygusal Öz-yeterlik ile duygusal zekânın tüm alt boyutları (bireyiçi ilişkiler, bireylerarası ilişkiler, uyumluluk becerileri, stres yönetimi, genel ruh hali ve olumlu etki) arasında pozitif yönlü anlamlı düzeyde ilişkiler bulunmuştur. Yapılan regresyon analizi sonucunda; bireyiçi, uyumluluk, stres yönetimi, genel ruh hali ve olumlu etki Duygusal Öz-yeterlik puanının önemli yordayıcıları olarak bulunmuştur. Bulgulara dayanarak öneriler geliştirilmiştir.
The aim of this study is to study the relationship between the academic, social and emotional self-capacities of the adolescent’s emotional intelligence levels. The study’s work group consists of a total of 621 students, including 376 (60.54) men and 245 (39.46) girls, who study in high schools located in the central districts of an province located in the Anatolian Region, between the ages of 14 and 17. In the process of data collection, Bar-On Emotional Intelligence Form for Children and Adolescents and Self-Development Scale for Children were used. The statistical analysis of the data was done with the SPSS 18.00 package program and was taken as the .05 level of meaning. According to the results of the study; the academic self-capacity and all subdimensions of emotional intelligence (individual relationships, interindividual relationships, compatibility skills, stress management, general mood and positive effects) have found positive-significant relationships. Social self-sufficiency and the subdimensions of emotional intelligence (individual relationships, interindividual relationships, compatibility skills, general mood and positive effects) have been found on a positive-significant level of relationships. Emotional self-sufficiency and all subdimensions of emotional intelligence (individual relationships, interindividual relationships, compatibility skills, stress management, general mood and positive effects) have been found in a positive-sensitive relationship. The result of the regression analysis; individual, conformity, stress management, general mood and positive effects were found as important contributors to the Emotional Self-capacity score. Based on the findings, recommendations have been developed.
Purpose of this study is to examine the relationship between academic, social and emotional self-efficacy of emotional intelligence levels of adolescents. The study group consists of a total of 621 students, 376 boys (%60.54) and 245 girls (%39.46) , aged between 14 and 17, studying in high schools in the central districts of a province in Central Anatolia. Bar-On Emotional Intelligence Child and Adolescent Form and Self-Efficacy Scale for Children were used in data collection process. The statistical analysis of the data was done by SPSS 18.00 package program and the significance level was taken as .05.According to the results of study; it was found a significantly positive relationship between academic self-efficacy and all sub-dimensions of emotional intelligence (intrapersonel, interpersonel, adaptability, stress management, general mood and positive impression). Significantly positive relationships were found from social self-efficacy and the sub-dimensions of emotional intelligence (intrapersonel, interpersonel, adaptability, general mood, and positive impression). Significantly positive relationships were found between emotional self-efficacy and all sub-dimensions of emotional intelligence (intrapersonel, interpersonel, adaptability, stress management, general mood and positive impression).As a result of regression analysis performed; it was seen a significant relation between emotional self-efficacy and sub-dimensions of emotional intelligence. Intrapersonel, adaptability, stress management, general mood and positive impression were found as important predictors of Emotional Self-Efficacy. Based on the findings, recommendations have been developed.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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