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Bu araştırmanın amacı, lise öğrencilerinin değer yönelimleri, ile sosyal dışlanma ve akran baskısı arasındaki ilişkilerin incelenmesidir. Araştırmanın katılımcıları, 192’si (%49) kadın ve 203’ü (%51) erkek olmak üzere toplam 395 lise öğrencisinden oluşmaktadır. Veri toplama aşamasında kişisel bilgi formu, Schwartz Değerler Ölçeği, Ergenler İçin Sosyal Dışlanma Ölçeği ve Akran Baskısı Ölçeğinden yararlanılmıştır. Verilerin analizinde Pearson momentler çarpımı korelasyonu ve çoklu doğrusal regresyon analizi kullanılmıştır. Korelasyon analizi sonuçlarına göre sosyal dışlanma ile akran baskısı arasında anlamlı ve pozitif yönde bir ilişki olduğu değerler (başarı, öz-yönelim, evrenselcilik, iyilikseverlik, gelenek, uyum ve güvenlik) ile sosyal dışlanma ve akran baskısı arasında anlamlı ve negatif yönde ilişkiler görülmüştür. Çoklu regresyon analizi sonuçlarına göre değerlerin sosyal dışlanma değişkenindeki toplam varyansın %19’unu açıkladığı öz-yönelim ve güç değerlerinin sosyal dışlanmayı anlamlı düzeyde yordadığı görülmüştür. Ayrıca değerlerin akran baskısı değişkenindeki toplam varyansın %39’unu açıkladığı ve sırasıyla öz-yönelim, uyum, uyarılma, evrenselcilik ve güç değerlerinin akran baskısını anlamlı düzeyde yordadığı görülmüştür. Son olarak, öz-yönelim değerinin hem sosyal dışlanmanın hem de akran baskısının en güçlü yordayıcısı olduğu görülmüştür.
The purpose of this research is to study high school students’ values and the relationships between social exclusion and co-pressure. The participants consisted of a total of 395 high school students, including 192 (49%) women and 203 (51%) men. In the data collection phase, the personal information form, the Schwartz Values Scale, the Social Exclusion Scale for Adults, and the Scale of Related Pressure were used. The data analysis has been used by Pearson to correlate the crash of moments and multi-linear regression analysis. According to the correlation analysis, there is a meaningful and positive relationship between social exclusion and associate pressure; there is a meaningful and negative relationship between values (success, self-orientation, universality, charity, tradition, harmony and security) and social exclusion and associate pressure. The results of multiple regression analysis showed that values revealed 19% of the total variance in the social exclusion variable; that self-orientation and power values significantly influenced social exclusion. It has also been shown that values reveal 39% of the total variance in the variable of associate pressure, and that, respectively, the values of self-orientation, harmony, awareness, universality and power significantly influence the associate pressure. Finally, it has been seen that the value of self-orientation is both a promoter of social exclusion and a counter-pressure.
The purpose of this study is to investigate the relationships between value orientations, ostracism, and peer pressure among high school students. The sample of the study consisted of 395 high school students including 192 (%49) female and 203 (%51) male. Personal information form, Schwartz Values Scale, The Ostracism Experiences Scale for Adolescents, and Peer Pressure Scale were used as data collection tools. In order to examine the objectives of the study, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis were used to analyze the data. Correlation analysis indicated a significant and positive relationship between ostracism and peer pressure; a significant, and negative relationships between values (achievement, self-direction, universalism, benevolence, tradition, conformity and security), and ostracism and peer pressure. According to the results of multiple regression analysis, the values explained 19% of the total variance in the ostracism variable, and respectively self-direction and power values predicted peer pressure significantly. In addition, the values explained 39% of the total variance in the peer pressure variable, and respectively self-direction, conformity, stimulation, universalism and power values predicted peer pressure significantly. Finally, self-direction is the strongest value in predicting both ostracism and peer pressure.The purpose of this study is to investigate the relationships between value orientations, ostracism, and peer pressure among high school students. The sample of the study consisted of 395 high school students including 192 (%49) female and 203 (%51) male. Personal information form, Schwartz Values Scale, The Ostracism Experiences Scale for Adolescents, and Peer Pressure Scale were used as data collection tools. In order to examine the objectives of the study, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis were used to analyze the data. Correlation analysis indicated a significant and positive relationship between ostracism and peer pressure; a significant, and negative relationships between values (achievement, self-direction, universalism, benevolence, tradition, conformity and security), and ostracism and peer pressure. According to the results of multiple regression analysis, the values explained 19% of the total variance in the ostracism variable, and respectively self-direction and power values predicted peer pressure significantly. In addition, the values explained 39% of the total variance in the peer pressure variable, and respectively self-direction, conformity, stimulation, universalism and power values predicted peer pressure significantly. Finally, self-direction is the strongest value in predicting both ostracism and peer pressure.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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