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Bu çalışmanın amacı, imam hatip lisesi öğrencilerinin özgüven düzeylerini bazı değişkenlere göre incelemektir. Araştırmanın çalışma grubunu Çorum il merkezinde bulunan imam hatip liselerinde öğrenim gören 276 öğrenci oluşturmaktadır. Veriler araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu” ve “Öz-güven Ölçeği” kullanılarak toplanmıştır. Araştırmada Akın tarafından geliştirilen 33 maddelik Öz-güven Ölçeğinin Cronbach Alpha güvenirlik katsayısı .90 olarak bulunmuştur. Toplanan verilerin değerlendirilmesinde SPSS 16.0 paket programı kullanılmıştır. Araştırma sonucunda hem özgüven ölçeğinin geneline göre hem de alt ölçeklerden elde edilen sonuçlara göre öğrencilerin özgüven düzeylerinin yüksek olduğu tespit edilmiştir. Ayrıca, öğrencilerin özgüven düzeyleri ile aile içi iletişim, geçmiş öğretim yılı başarı durumu ve okul dışında herhangi bir etkinliğe katılma durumu arasında anlamlı bir farklılaşma bulunmuştur. Özgüven düzeyi en yüksek olan öğrenci grubunun ailesiyle iletişimlerinin de “çok iyi” olduğu görülmüştür. Geçmiş öğretim yılı başarısı yüksek olan öğrencilerin tüm ölçeklerde özgüven düzeyi de yüksek çıkmıştır. Öğrencinin başarı düzeyi arttıkça, özgüven düzeyi de artmaktadır. Sinema, konser gibi etkinliklere gitmek, çeşitli sportif faaliyetlerde yer almak, arkadaşlarıyla zaman geçirmek, yazılım kursu, işaret dili kursu, bağlama kursu, fotoğrafçılık, okçuluk, satranç ve el sanatları gibi başka etkinliklere katılmak öğrencilerin özgüvenlerini olumlu olarak etkilemektedir. Özgüven, okul dışında herhangi bir faaliyete katılmayan öğrencilerin yer aldığı grupta en düşük düzeydedir. Bununla birlikte özgüven ile cinsiyet, sınıf düzeyi, anne-baba eğitim durumu, ailenin ekonomik durumu, ailenin öğrenciye karşı tutumu ve öğrencilerin harçlık durumu arasında ise anlamlı bir farklılığın olmadığı bulgulanmıştır.
In this field study, self-confidence levels of imam hatip high school students are examined. The aim of the research is to determine whether the IHHS students' level of self-confidence differs or not according to variables such as gender, class level, parental education level, family's economic level, family attitude towards the students, intra-family communication level, student's allowance, success levels of the students in the previous school year and students' interests in social activities outside school. The fact that this issue has not been addressed in the literature is among the reasons for this study. Another reason for the research is that it will give an idea about the quality of education offered in these schools and the measures to be taken if there is any need. This and similar studies can also shed light on policies to improve education and new approaches to stakeholders. The research was conducted in accordance with the "comparative relative screening" model. The population of the study consists of 2698 students studying at six imam hatip high schools in the city center of Çorum in the 2018-2019 academic year. The sample of the study consists of 276 individuals taken from the sub-universes according to different class levels and gender and it is assumed to represent the universe. The sample was determined using the "Stratified Sampling" method. Data were collected by using "Personal Information Form" prepared by the researcher and "Self-Confidence Scale". SPSS 16.0 package program was used to evaluate the collected data. The Cronbach Alpha reliability coefficient of the 33-item Self-confidence Scale was found as .90. As a result of the research, it has been determined that students’ self-confidence levels are high. It is also possible to summarize the results obtained in the research and the suggestions presented in this regard as follows: 52.5% of the participants are female and 47.5% are male. Although the average score of self-confidence is higher in male students than female students, there is no statistical difference between the scores. Students' self-confidence levels do not differ according to the class level variable. The research findings have revealed that students have the same level of self-confidence according to the class level. However, the level of self-confidence of the students in 10th, 11th and 12th classes gradually increases. Parental educational level does not have a significant effect on students' self-confidence; however, it has been determined that students whose fathers have postgraduate degree also have the highest self-confidence average score. There is no statistically significant relationship between the self-confidence levels of the students according to the economic status of the family. However; it has been found that students having a family with high income level have high level of self-confidence and students having a family with low income level also have low self-confidence level. There is no significant relationship between the attitude of the family towards the students and their self-confidence. However, the lowest mean self-confidence score has been found in the group who thinks that his/her family is indifferent to him/her. On the external self-confidence scale, the lowest average has been identified in their children of overprotective families. A significant relationship has been determined between self-confidence and intra-family communication. The group with the highest level of self-confidence in the self-confidence scale and subscales was found to be the group that stated "very good" communication with the family. This shows that family communication has a significant impact on student self-confidence. In another saying; as the level of communication with family strengthens, the level of self-confidence of the student can be said to increase as well. There is no significant relationship between the amount of allowance students get and their self-confidence levels. Even so, it has been revealed that students stating their allowance is enough to meet their needs have higher self-confidence levels in both the self-confidence scale and the subscales. A significant relationship has been determined between the success level of the previous school year and the self-confidence levels of the students. The findings show that as the student’s success increases, the level of self-confidence increases, too. There are statistically significant relationships between the sample’s participation in various activities outside school and the level of self-confidence. It has been found that students who do not participate in any activity other than school have the lowest levels of self-confidence at all scales. Based on the findings of the research, the following suggestions can be proposed: Awareness-raising studies about intra-family communication should be carried out in the imam hatip high school students and their parents through professional studies. In the context of the 2023 Education Vision, cooperation with universities should be increased and the expert staff of universities should be used during the processes. The allowance is to be considered as a tool for the student to gain positive financial behavior and attitude. It is important to provide guidance to parents on this issue. Precautions should be taken to increase the level of academic achievement. Issues such as student and teaching staff selection to these schools, other staff needs, elective courses, and student's weekly course load should be reviewed. Motivating each student to social, artistic or sporting at least one activity at school or outside school should be a clear goal of education. Students should be encouraged to do this. A university settlement system should be put into practice in which the student’s participation and achievements in social, artistic and sports fields during secondary education will be taken into consideration.
In this field study, self-confidence levels of imam hatip high school students are examined. The aim of the research is to determine whether IHHS students’ level of self-confidence differ or not according to variables such as gender, class level, parental education level, family's economic level, family attitude towards the students, intra-family communication level, student's allowance, success levels of the students in the previous school year and students' interests in social activities outside school. The fact that this issue has not been addressed in the literature is among the reasons for this study. Another reason for the research is that it will give an idea about the quality of education offered in these schools and the measures to be taken if there is any need. This and similar studies can also shed light on policies to improve education and new approaches to stakeholders. The research was conducted in accordance with the "comparative relational screening" model. The population of the study consists of 2698 students studying at six imam hatip high schools in the city center of Çorum in the 2018-2019 academic year. The sample of the study consists of 276 individuals taken from the sub-universes according to different class level and gender and it is assumed to represent the universe. The sample was determined using the "Stratified Sampling" method. Data were collected by using “Personal Information Form” prepared by the researcher and "Self-Confidence Scale". SPSS 16.0 package program was used to evaluate the collected data. The Cronbach Alpha reliability coefficient of the 33-item Self-confidence Scale was found as .90. As a result of the research, it has been determined that students' self-confidence levels are high. It is also possible to summarize the results obtained in the research and the suggestions presented in this respect as follows: 52.5% of the participants are female and 47.5% are male. Although the mean score of self-confidence is higher in male students than female students, there is no statistical difference between the scores. Students' self-confidence levels do not differ according to the class level variable. The research findings have revealed that students have the same level of self-confidence according to the class level. However, self-confidence level of the students in 10th, 11th and 12th classes gradually increases. Parental educational level does not have a significant effect on students' self-confidence; however, it has been determined that students whose fathers have postgraduate degree also have the highest self-confidence mean score. There is no statistically significant relationship between the self-confidence levels of the students according to the economic status of the family. However; it has been found that students having a family with high income level have high level of self-confidence and students having a family with low income level also have low self-confidence level. There is no significant relationship between the attitude of the family towards the students and their self-confidence. However, the lowest mean self-confidence score has been found in the group who thinks that his/her family is indifferent to him/her. On the external self-confidence scale, the lowest mean has been identified in their children of overprotective families. A significant relationship has been determined between self-confidence and intra-family communication. The group with the highest level of self-confidence in the self-confidence scale and subscales was found to be the group that stated "very good" communication with the family. This shows that family communication has a significant impact on student self-confidence. In another saying; as the level of communication with family strengthens, the level of self-confidence of the student can be said to increase as well. There is no significant relationship between the amount of allowance students get and their self-confidence levels. Even so, it has been revealed that students stating their allowance is enough to meet their needs have higher self-confidence levels in both the self-confidence scale and the subscales. A significant relationship has been determined between the success level of the previous school year and the self-confidence levels of the students. The findings show that as the student's success increases, the level of self-confidence increases, too. There are statistically significant relationships between the sample's participation in various activities outside school and the level of self-confidence. It has been found that students who do not participate in any activity other than school have the lowest self-confidence levels at all scales. Based on the findings of the research, the following suggestions can be proposed: Awareness-raising studies about intra-family communication should be carried out in the imam hatip high school students and their parents through professional studies. In the context of 2023 Education Vision, cooperation with universities should be increased and the expert staff of universities should be utilized during the processes. The allowance is to be considered as a tool for the student to gain positive financial behaviour and attitude. It is important to provide guidance to parents on this issue. Precautions should be taken to increase the level of academic achievement. Issues such as student and teaching staff selection to these schools, other staff needs, elective courses, and student’s weekly course load should be reviewed. Motivating each student to social, artistic or sporting at least one activity at school or outside school should be a clear goal of education. Students should be encouraged to do this. A university settlement system should be put into practice in which the student's participation and achievements in social, artistic and sporting fields during secondary education will be taken into consideration.
Alan : İlahiyat; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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