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Araştırma kapsamında ortaokul öğrencilerinin matematik öğrenmelerinde algılanan ebeveyn destek düzeyleri narsisizm, cinsiyet, matematik başarısı, kardeş sayısı, anne ve baba eğitim düzeyi açısından incelenmiştir. Araştırma şehir merkezindeki bir devlet ortaokulunun 6., 7. ve 8. sınıf düzeylerinde öğrenim gören toplam 544 öğrenci ile yürütülmüştür. Araştırmada veri toplama araçları olarak Algılanan Ebeveyn Desteği ile Çocukluk Çağı Narsisizm ölçekleri kullanılmıştır. İlişkisel tarama modelinin benimsendiği araştırmada, betimsel istatistiksel tekniklerin yanı sıra Pearson momentler çarpımı korelâsyon katsayısı, t-testi ve tek yönlü varyans analizleri (ANOVA) kullanılmıştır. Çalışmanın bulgularına göre, öğrencilerin matematik öğrenmelerinde algılanan ebeveyn desteği ile narsisizm düzeyleri ortalama değerin üzerinde bulunmuştur. Ortaokul öğrencilerinin matematik öğrenmelerinde algılanan ebeveyn desteği ile narsisizm arasında pozitif yönlü anlamlı ilişkiler bulunmuştur. Ayrıca ebeveyn teşviki ile matematik başarısı, kardeş sayısı ve baba eğitim düzeyi arasında; babanın tutumu ve yardımı ile sınıf düzeyi, kardeş sayısı, anne ve baba eğitim düzeyi arasında; annenin tutumu ve yardımı ile kardeş sayısı, anne ve baba eğitim düzeyi arasında anlamlı farklılıklar tespit edilmiştir. Öğrencilerin matematik öğrenmelerinde algılanan ebeveyn desteği ile cinsiyet değişkeni arasında anlamlı bir farklılık bulunmamıştır. Çalışma sonunda, ebeveynlerin çocuklarının kişilik özelliklerini ve gelişim düzeylerini dikkate alarak onlara yardımcı olmaları ve öğrenme çabalarını narsistik bir doyum sağlama aracına dönüştürmemeleri öneri olarak sunulmuştur.
The levels of parental support perceived in the mathematical learning of high school students in the framework of the study were studied in terms of narcissism, gender, mathematical success, brotherhood, mother and father education level. The study was conducted with a total of 544 students studying at the 6th, 7th and 8th classes of a state high school in the city center. In the study, the scale of childhood narcissism with parental support, which was detected as data collection tools, was used. In the research adopted by the relative scanning model, the visual statistical techniques, as well as the Pearson moment collision correlation ratio, t-test and one-way variance analysis (ANOVA) were used. According to the findings of the study, narcissism levels were found above the average, with parental support perceived in students' math learning. There have been positive meaningful relationships between parent support and narcissism perceived in high school students’ mathematics learning. There are also significant differences between parent encouragement and mathematical success, brother numbers and father education level; father’s attitude and assistance and class level, brother numbers, mother and father education level; mother’s attitude and assistance and brother numbers, mother and father education level. There was no significant difference between parent support and gender variable perceived in the mathematics learning of students. At the end of the study, it was suggested that parents should help them taking into account their children’s personality characteristics and development levels and not turn their learning efforts into a narcissistic means of satisfying them.
Within the scope of the research, perceived parental support levels on middle school students' mathematics learning were examined in terms of narcissism, gender, mathematics success, number of siblings, and mother and father education level. The research was conducted with a total of 544 students studying at the 6th, 7th, and 8th grade-levels of a public middle school in the city center. Perceived Parental Support and Childhood Narcissism scales were used as data collection tools in the research. In addition to descriptive statistical techniques, Pearson product-moment correlation coefficient, t-test, and one-way analysis of variance (ANOVA) were used in the research, in which the relational scanning model was adopted. According to the findings of the study, the dimensions of perceived parental support levels on students' mathematics learning and narcissism level were found above-average value. Positive correlations were found between perceived parental support and narcissism on middle school students' mathematics learning. Also, significant differences were found between parent encouragement and mathematics success, number of siblings, and level of father education; between father’s attitudes and help, and the level of the class, the number of siblings, and the education level of the mother and father; between mother’s attitudes and help, and the number of siblings, and the education level of the mother and father. There was no significant difference between the perceived parental support on students' mathematics learning and gender variables. At the end of the study, it was suggested that parents take into account their children’s personality traits and development levels and not turn their learning efforts into a narcissistic satisfaction tool.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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