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Bu çalışmanın amacı üniversite öğrencilerinde duygusal zeka ile yaşam doyumu arasındaki ilişkide yaşamda anlamın aracı rolünü incelemektir. Araştırmanın çalışma grubunu basit seçkisiz örnekleme yoluyla 2018-2019 güz döneminde Amasya Üniversitesi Eğitim Fakültesi’nde öğrenim gören % 74.7 (n=295)’i kadın ve % 24.8 (n= 98)’i erkek olan 395 öğrenci oluşturmaktadır. Katılımcıların yaş aralığı 17 ile 34 yaş aralığında olup, yaş ortalamaları 20.62 (S.s: 1.78) ’dir. Araştırmada Schutte v.d. (1998) tarafından geliştirilen Göçet (2006) tarafından Türkçeye uyarlanan “Schutte Duygusal Zeka Ölçeği”, Diener (1984) tarafından geliştirilen ve Köker (1991) tarafından Türkçe’ye uyarlanan “Yaşam Doyumu Ölçeği” ve Steger, Frazier, Oishi ve Kaler (2006) tarafından geliştirilen ve Dursun (2012) tarafından Türkçe’ ye uyarlanan “Yaşamın Anlamı Anketi” kullanılmıştır. Araştırmada yapılan istatistiki analizler sonucunda duygusal zeka ile yaşam doyumu arasındaki ilişkide yaşamda anlamın boyutlarından yaşamda anlamın varlığının tam aracı bir değişken olduğu görülmüştür. Bu sonuçlara göre, duygusal zeka düzeyi yüksek olan üniversite öğrencilerinin yaşamda anlamın varlığı puanlarının ve yaşam doyumlarının yüksek olduğu ortaya çıkmıştır.
The aim of this study is to study the role of the means of meaning in life in the relationship between emotional intelligence and life satisfaction in university students. The study group of the study is made up of 74.7% (n=295) of students who studied at the University of Amasya in the 2018-2019 year period through simple, unselective sampling and 395 of the students who studied at the University of Amasya are women and 24.8% (n=98). The age range of participants is between 17 and 34 years of age, with an average age of 20.62 (S.s: 1.78) '. The study was conducted by Schutte v.d. The "Schutte Emotional Intelligence Scale" developed by Migration (2006) in Turkish, developed by Diener (1984) and adapted by Köker (1991) in Turkish, and developed by Steger, Frazier, Oishi and Kaler (2006) and adapted by Dursun (2012) in Turkish, the "Life Meaning Survey" was used. The statistical analysis of the study found that the relationship between emotional intelligence and life satisfaction from the dimensions of meaning in life to the full means of the existence of meaning in life is a variable. According to these findings, it has been revealed that university students with high levels of emotional intelligence have a high score of meaning in life and life satisfaction.
The aim of this study was to analyze the mediation role of meaning in life in the context of the relationship between the university students’ emotional intelligence and their satisfaction with life. The population of the study, had been determined using simple random sampling, consisted of a total of 395 participants, studying in Amasya University Faculty of Education, 74.7 % (n=295) whereof was female whereas 24.8% (n=98) was male. The ages of the partici-pants ranged from 17 to 34 and average of their ages was 20.62 (S.d: 1.78). In the study, the Schutte The Emotional Intelligence Scale by Schutte et.al. (1998), adapted in Turk-ish Language by Göçet (2006), the Satisfaction with Life Scale by Diener (1985), adapted in Turkish Language by Köker (1991), and the Meaning in Life Questionnaire by Steger et.al., adapted in Turkish Language by Dursun (2012), were used. The results of the statistical analysis indicated that the Presence of Meaning, a subscale of the Meaning in Life Questionnaire, was a fully mediated varia-ble in the relationship between emotional intelligence and their satisfaction with life. To these results, the higher the emotional intelligence of university students was, the higher their scores in the Presence of Meaning in Life Subscale and the higher satisfaction with life were.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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