Abstract:

Today, known as the age of knowledge, it is expected that a high self-confidence student profile will be developed from schools where knowledge is produced, educational activities are carried out, learning is carried out, in accordance with the needs of this age. The learning climate is important. The learning climate, which is one of the new components used instead of the organization climate and the school climate in the climate field, contains all kinds of factors that affect learning ability; human elements, the virtual and real spatial characteristics in which learning occurs are addressed in many dimensions, primarily, and measurements are made with developed tools to measure the learning climate. The data obtained is a source of healing work. In our study, the school learning climate has been addressed by commitment to the school, the learning environment, the dimensions of communication. As a kind of self-sufficiency from the basic concepts of the Social Intelligence Theory, academic self-sufficiency, which expresses the self-confidence of students in the topics that require academic study, which can be explained in the form of the ability of the individual to use effective cognitive strategies to learn in this scope, the ability to effectively manage learning environments and learning times and the ability to effectively regulate their own performance, is addressed by researchers in different dimensions, measurements are made in different scales. In our study, academic selfishness has been addressed in cognitive, social and technical dimensions. The main elements that make a person strong in the course of life are basic skills such as self-confidence, critical views, success in social relationships, interest in any sports artistic or cultural field, which are possible with the students gain from the school climate. In this case, we can say that it is possible to give a good wind in the school, to create a vibrant and loving atmosphere, to sit on an original and critical ground only with a positive and sustainable school climate. The school climate that feeds academic selfishness positively will also bring the success of the human elements influenced by the climate. The positive school climate will also become the greatest tools for academic success with strong academic self-sufficiency. Measure the learning climate, interpersonal relationships in schools, role models, expectations, etc. The quality of life with its dimensions can also help to understand the student’s success and satisfaction. The aim of this study is to explore the relationship between the perceptions of the learning climate of students who are studying higher religions and academic self-sufficiency and academic achievements. In this framework, four basic research questions have been tried to be answered: (i) What is the level of the learning climate and academic self-sufficiency perceptions of higher-religious students? (ii) Is there a meaningful relationship between the learning climate and the perceptions of academic selfishness of higher religious students? (iii) Is the age, learning climate and academic self-sufficiency beliefs of high-religious students a meaningful promoter of academic achievements? (iv) What are your views on the negative perceptions of higher-religious students about the learning climate? Diversification strategy has been used in research designed with the mixed method and the near-parallel research design. In the study, the high-religious education in the various theology and Islamic sciences faculties within the state universities in Turkey, from six faculties to 1147 students in the quantum section developed by Owen and Froman, developed by the Academic Self-Equality Scale and Terzi adapted to Turkey, the University students are applied to the School Climate Scale, while in the qualification section 18 students from the same faculties have been filled with the interview form. The quantum data set obtained in May 2019 was normalized, the data was analyzed; the independent group t test, the Mann Whitney U test, the Levene test, the One Direction Varians Analysis (ANOVA), the Scheffe test, the Kruskal Wallis H test, the Pearson product-Moment Correlation, the Polyserial Correlation and the Road Analysis. The data is analyzed by visual analysis. According to the research results, the perceptions of the learning climate of high-religious students have been negative. The perceptions of academic self-sufficiency of higher-religious students in general have also been negative. The correlation between the general average of the school climate scale and the general average of the academic self-perception scale is the middle level. The findings obtained according to the research have been discussed in conjunction with the field and a variety of solutions proposals have been presented that will provide a positive learning climate in the higher religious teaching after comments, that will strengthen the academic selfishness of the higher religious teaching students and improve their academic achievements.

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