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Bu çalışmanın amacı, lise öğrencilerinin bilişsel esneklik düzeyleri ile mizah tarzları arasındaki ilişkinin incelenmesidir. Bu amaçla araştırmaya 402 lise öğrencisi katılmıştır. Araştırmada veri toplama aracı olarak Bilişsel Esneklik Ölçeği ve Mizah Tarzları Ölçeği kullanılmıştır. Araştırmada lise öğrencilerinin bilişsel esneklik düzeyleri ile katılımcı mizah tarzları arasında ve bilişsel esneklik düzeyleri ile kendini geliştirici mizah tarzları arasında pozitif yönde anlamlı bir ilişki bulunurken bilişsel esneklik düzeyleri ile saldırgan mizah tarzları arasında negatif yönde anlamlı bir ilişki bulunmuştur. Araştırma sonucunda lise öğrencilerinin bilişsel esneklik düzeyleri ve kendini geliştirici mizah tarzlarının cinsiyet değişkenine göre anlamlı bir farklılık göstermediği görülmüştür. Araştırmada katılımcı mizah tarzının kız öğrenciler lehine anlamlı düzeyde farklılaştığı sonucuna ulaşılırken saldırgan mizah ve kendini yıkıcı mizah tarzının erkek öğrenciler lehine anlamlı düzeyde farklılaştığı belirlenmiştir. Araştırma bulguları, ilgili literatür çerçevesinde tartışılmış ve öneriler sunulmuştur.
The aim of this study is to study the relationship between high school students' levels of cognitive flexibility and humor styles. 402 high school students participated in this study. The research has used the scale of cognitive flexibility and the scale of mizah styles as a data collection tool. The study found a meaningful relationship in the positive direction between the levels of cognitive flexibility of high school students and the participating humor styles, and between the levels of cognitive flexibility and the self-developing humor styles; and a meaningful relationship in the negative direction between the levels of cognitive flexibility and the aggressive humor styles. The study found that high school students’ levels of cognitive flexibility and self-developing humor styles did not make any significant differences in relation to the gender variable. The study found that the participating humor style varied significantly to the benefit of girls students; the aggressive humor and the self-destructive humor style varied significantly to the benefit of men students. Research findings were discussed in the relevant literature framework and recommendations were presented.
The aim of this study is to investigate the relationship between cognitive flexibility levels and humor styles of high school students. For this purpose, 402 high school students participated in the study. Cognitive Flexibility Scale and a Humor Styles Scale were used as data collection tools. In the study, while there was a positive correlation between cognitive flexibility levels of high school students with participatory humor and self-enhancing humor styles; there was a significant negative correlation between cognitive flexibility levels and offensive humor styles. The research revealed that the cognitive flexibility levels and self-enhancing humor styles of high school students did not show a significant difference according to the gender variable. In the study, it was concluded that participatory humor style significantly differentiated in favor of female students; offensive humor and self-destructive humor style differed significantly in favor of male students. The findings of the research were discussed within the framework of relevant literature and recommendations were further presented.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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