Bu çalışmanın amacı öğretmen adaylarının duygusal zekâları ile problem çözme yaklaşımları arasındaki ilişkiyi belirlemektir. Tarama modelinde gerçekleştirilen çalışma Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesinde öğrenim gören 335 öğretmen adayı ile yürütülmüştür. Çalışmada veri toplama aracı olarak “Problem Çözme Envanteri” ve “Bar-On Duygusal Zekâ Ölçeği” kullanılmıştır. Elde edilen verilerin analizinde ise betimsel istatistikler, Pearson momentler çarpımı korelasyon analizi ve basamaklı regresyon analizi kullanılmıştır. Çalışma sonucunda, öğretmen adaylarının duygusal zekâ ve problem çözme puanlarının iyi düzeyde olduğu belirlenmiştir. Ayrıca, duygusal zekâ ve problem çözme arasında pozitif yönde anlamlı ilişki olduğu ve duygusal zekânın problem çözmeyi %14 oranında açıkladığı ortaya çıkmıştır. Son olarak, problem çözme yaklaşımlarının duygusal zekâ boyutları tarafından açıklandığı tespit edilmiştir.
The purpose of this study is to determine the relationship between prospective teachers' emotional intelligence and prob-lem solving skills. The study carried out in the screening model was conducted with 335 prospective teachers studying at Van Century University Faculty of Education. "Problem Solving Inventory" and "Bar-On Emotional Intelligence Scale" were used to collect data in the study. Descriptive statistics, Pearson correlation analysis and stepwise regression analysis were used in the analysis of the obtained data. As a result of the study, it has been determined that the prospective teachers’ emotional intelligence and problem solving scores are at a good level. Moreover, it was found that emotional intelligence and problem solving were significantly and positively related and emotional intelligence predicted problem solving by 14%. Finally, it has been found that problem-solving approaches are predicted by emotional intelligence dimensions.
The purpose of this study is to determine the relationship between prospective teachers' emotional intelligence and prob-lem solving skills. The study carried out in the screening model was conducted with 335 prospective teachers studying at Van Yüzüncü Yıl University Faculty of Education. "Problem Solving Inventory" and "Bar-On Emotional Intelligence Scale" were used to collect data in the study. Descriptive statistics, Pearson correlation analysis and stepwise regression analysis were used in the analysis of the obtained data. As a result of the study, it has been determined that the prospective teachers' emotional intelligence and problem solving scores are at a good level. Moreover, it was found that emotional intelligence and problem solving were significantly and positively related and emotional intelligence predicted problem solving by 14%. Finally, it has been found that problem-solving approaches are predicted by emotional intelligence dimensions.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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