Özet:

Affective problems which could affect learners in learning environment as well as teacher negatively are needed to be identified and solved. Student resistance behavior is an affective problem that is met in learning environments and effects each components of teaching-learning process mostly negative. This study aims to investigate university students’ resistance behaviors which is one of the disruptive behavior in teaching-learning process. In descriptively designed study data were collected in 2013-2014 academic year autumn term via semi-structured interviews with 10 lecturers who have at least 5 years experience. During interviews lecturers basically asked to identify types of resistance behaviors, possible sources of them and suggestions for ways to overcome. Data was analyzed by using NVivo 9.0 qualitative data analysis program. According to results, most of the students have passive form of resistance like behaving irresponsibly, absenteeism, and not being interested in course. Lecturers said that primary source of resistance behaviors are students themselves. They treated resistance behaviors as destructive and exemplified their effects in classroom negatively. Communication with resistant students and their families, revealing the sources of these behaviors and being principled were the behaviors that lecturers prefers in order to prevent themselves from resistance behaviors. Directing resistant students to social and cultural activities, being role model, using various instructional methods, and developing empathy with resistant students were the common prevention suggestions of the lecturers’.  

Anahtar Kelimeler: