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Üzerinde bir tanım birliğine varılamayan dindarlık ve kişilik kavramları, çok farklı şekillerde tanımlanmaktadır. Genel olarak dindarlık; inanç, ahlâk ve ibadet bütünlüğü olarak tanımlanırken; kişilik, bireyin tutarlı davranışlar göstermesi olarak tanımlanmaktadır. Dindarlık ve kişilik ilişkisi ile ilgili uzun zamandır araştırmalar yapılmaktadır. Bu araştırmalardan bazıları her ne kadar teorik olarak yapılsa da genel olarak yapılan araştırmalar empirik çalışmalardan oluşmaktadır. İlişkisel bağlamında yapılan dindarlık ve kişilik çalışmalarında genellikle dindarlık bağımsız kişilik ise bağımlı değişken olarak ele alınmaktadır. Yani dindarlığın kişilik üzerinde bir etkisi olup olmadığı incelenmektedir. Fakat bu araştırmalardan elde edilen sonuçlar her ne kadar bize bir fikir verse de farklı modeller (örneğin, deneysel model) kullanılarak farklı çalışmalar yapmak daha etkili sonuçlar elde etmemizi sağlayabilir. Bir saha çalışması olarak yapılan bu araştırmada; imam-hatip, meslek lisesi ve genel liselerde eğitim-öğretim gören öğrencilerin dindarlık düzeyleri ile kişilik özellikleri arasında bir ilişki olup olmadığı ortaya konulması amaçlanmaktadır. Dolayısıyla araştırmada kullanılan temel değişkenler dindarlık ve kişilik özellikleridir. Genel tarama modelinde olan bu araştırmanın verileri, "Hacettepe Kişilik Envanteri (HKE)", "Dinsel Yaşayış Ölçeği (DYÖ)" ve geliştirilen "Kişisel Bilgi Formu" ile elde edilmiştir. Araştırmanın evrenini, Şanlıurfa'nın Siverek ilçe merkezinde bulunan genel, imam-hatip ve meslek liselerinde eğitim-öğretim gören öğrenciler, örneklemini ise bu öğrenciler arasında seçilen 236 katılımcı oluşturmaktadır. Bunların %60.6'sı (143) kız, %39.4'ü (93) ise erkektir. Katılımcıların yaş aralığı 14-20 arasında değişmekte ve yaş ortalaması ise 15.80'dir. Verilerin analizinde, dindarlık ve alt boyutları ile kişilik ve kişilik alt boyutları arasındaki ilişkiyi öğrenmek için Spearman Sıra Farkları Korelasyonu kullanılmıştır. Bu testin kullanılma sebebi, iki değişkenden biri veya ikisi ön şart olan normalliği sağlamamasıdır. Araştırma sonucuna göre, öğrencilerin dindarlık ile kendini gerçekleştirme duygusal kararlılık, nevrotik eğilim, psikotik belirti, aile ilişkileri, sosyal normlar, antisosyal eğilimler, kişisel uyum ve genel uyum arasında anlamlı bir ilişki tespit edilememiştir. Fakat dindarlık ile sosyal uyum arasında pozitif yönde ve anlamlı bir ilişki tespit edilmiştir. Bununla birlikte dindarlığın inanç boyutu ile kişiliğin kişisel sosyal ve genel uyum boyutları arasında pozitif yönde ve anlamlı bir ilişki tespit edilirken; dindarlığın ahlak ve ibadet boyutları ile kişiliğin kişisel, sosyal ve genel uyum boyutları arasında anlamlılık düzeyine ulaşan bir ilişkiye rastlanmamıştır.
The concepts of religiousness and personality that cannot be reached to an unification on them are defined in very different ways. In general, religion is defined as the integrity of faith, morality and worship; personality is defined as the person's consistent behavior. Relationships between religion and personality have been underway for a long time. Although some of these studies are theoretically done, the research generally consists of empirical studies. Religion and personality studies in the relationship contexts are often treated as dependent variable while religiously independent personality is considered. It is important to note whether religion has an impact on the personality. But the results from these studies, although they give us an idea, can make different studies using different models (e.g., experimental models) to make more effective results. This study, which is conducted as a field study, aims to find out whether there is a relationship between the levels of religiousness and personality characteristics of the imam-hatip, professional high school and general high school students. Therefore, the main variables used in the research are the characteristics of religiousness and personality. The data of this study, which is in the general scan model, was obtained through the "Hacettepe Personality Reserve (HKE)", the "Religious Life Scale (DYÖ)" and the developed "Personal Information Form". The universe of the study, which is located in the center of Siverek district of Sanlıurfa, is educated and taught in the general, imam-hatip and professional high schools, and the sample is made up of 236 participants selected among these students. Of these, 60.6 percent (143) are girls and 39.4 percent (93) are men. The age range of participants varies between 14-20 and the average age is 15.80. In the analysis of data, the Spearman Order Differences Correlation has been used to learn the relationship between religious and subdimensional and personality and subdimensional. The reason for the use of this test is that one or two of the variables are not guaranteed normality, which is a prior requirement. According to the research, a meaningful relationship between the student’s self-realization with religiousness, emotional determination, neurotic tendency, psychotic signs, family relationships, social norms, antisocial tendencies, personal harmony and general harmony has not been identified. But a positive and meaningful relationship between religiousness and social harmony has been established. However, there is a positive and meaningful relationship between the dimension of faith of religion and the personal social and general dimensions of personality; there is no relationship between the moral and worship dimensions of religion and the personal, social and general dimensions of personality that reaches the level of meaning.
Concepts of religiousness and personality over which a consesus has not yet been established on what they stand for are defined quite diversely. In general terms, while faith is defined as the collectivity of morality and worshiping, personality is defined as an individual’s manifestation of consistent behaviours. Researches have long been carried out on the relationship between religiousness and personality. Although some of these researches were conducted theoretically, the ones that were carried out in general terms comprised empirical studies. In religiousness and personality studies conducted on behavioral terms, religiousness is generally tackled as independent variable but personality as dependent variable. That is, whether religiousness has any effect on personality have been investigated. However, although the results obtained from these studies provide us with some insight, conducting various studies using diverse models (for instance, experimental model) may produce more effective results. In this research carried out as a field study, the aim was to put forth whether there is a correlation between the religiousness levels and personality traits of students attending imam-hatip (Islamic divinity schools), vocational high schools, and general high schools. Thus, basic variables utilised in the study are religiousness and personality traits. Data of this study that fall in the general survey model were obtained via “Hacettepe Personality Inventory (HPI)”, “Religious Lifestyle Scale (RLS)”, and “Personal Information Form” developed for this purpose. The study population was made up of students attending general, imam-hatip, and vocational high schools located in the Siverek County of Şanlıurfa Province, and the sample consisted of 236 participant selected from among these students. Of these, 60.6% (143) were female, and 39.4% (93) were male. The age range of the participants varied between 14 and 20, and the average age was 15.80. For the analysis of the data, Spearman’s Rank Order Correlation was employed to find out the correlation between religiousness and its sub-dimensions along with personality and personality sub-dimensions. The reason for utilising this test was due to the fact that one or both of the variables not providing the normality that is the precondition. Based on the study results, a significant correlation was not established betweed the religiousness of students and self-actualisation, emotional determination, neurotic trends, psychotic symptoms, domestic relations, social norms, antisocial tendencies, personal adaptation, and general adaptation. However, a positive and significant correlation was found between religiousness and social adaptation. On the other hand, while a positive and significant correlation was established between the faith dimension of religiousness and personal, social, and general adaptation dimensions of personality, a significant correlation was not found between moral and worshipping dimensions of religiousness and personal, social, and general adaptation dimensions of personality.
Alan : İlahiyat
Dergi Türü : Ulusal
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