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Bu araştırmanın temel amacı okul öncesi öğretmen adaylarının bilişsel esneklik düzeyleri ve duygusal tepkisellik düzeylerinin incelenmesidir. Bu temel amaç çerçevesinde, okul öncesi öğretmen adaylarının bilişsel esneklik düzeyleri ile duygusal tepkisellik düzeyleri arasında anlamlı ilişki olup olmadığı araştırılmıştır. Bunun yanında, okul öncesi öğretmen adaylarının bilişsel esneklik düzeyleri ve duygusal tepkisellik düzeylerinin yaşa, sınıf düzeyine, gelir düzeyine, kardeş sayısına, okul öncesi öğretmenliği bölümünü seçme nedenine, yaşanılan yerleşim yerine, herhangi bir sporla ilgilenme durumuna ve algıladıkları ebeveyn tutumuna göre anlamlı düzeyde farklılaşıp farklılaşmadığı incelenmiştir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu İstanbul ilindeki bir vakıf üniversitesinde öğrenim görmekte olan 143 okul öncesi öğretmen adayı oluşturmuştur. Araştırmada kullanılan veri toplama araçları; ‘Kişisel Bilgi Formu’, ‘Duygusal Tepkisellik Ölçeği’ ve ‘Bilişsel Esneklik Envanteri’dir. Duygusal Tepkisellik Ölçeği Nock, Wedig, Holmberg ve Hooley 2008 tarafından geliştirilmiş; Seçer, Halmatov ve Gençdoğan 2013 tarafından Türkçeye uyarlanmıştır. Bilişsel Esneklik Envanteri ise Dennis ve Wal 2010 tarafından geliştirilmiş; Sapmaz ve Doğan 2013 tarafından Türkçeye uyarlanmıştır. Verilerin istatistiksel çözümlemeleri SPSS 20.0 paket programı kullanılarak gerçekleştirilmiştir. Öncelikle verilerin normal dağılım gösterip göstermediği tespit edilmiştir. Ardından dağılımın normallik durumuna uygun şekilde; Pearson Çarpım Moment Korelasyon Katsayısı Testi, Kruskal Wallis H Testi, Mann Whitney-U Testi, Tek Yönlü Varyans Analizi ANOVA ve Bağımsız Grup T Testi kullanılarak veriler çözümlenmiştir. Araştırmadan elde edilen sonuçlar şöyledir: Okul öncesi öğretmen adaylarının bilişsel esneklik düzeyleri arttıkça, duygusal tepkisellik düzeyleri azalmaktadır. Okul öncesi öğretmen adaylarının bilişsel esneklik düzeyleri ve duygusal tepkisellik düzeyleri yaşa, sınıf düzeyine, kardeş sayısına, yaşanılan yerleşim yerine göre anlamlı düzeyde farklılaşmazken; gelir düzeyine, okul öncesi öğretmenliği bölümünü seçme nedenine, herhangi bir sporla ilgilenme durumuna ve algılanan ebeveyn tutumuna göre anlamlı düzeyde farklılaşmaktadır
The main objective of this study is to study the levels of cognitive flexibility and emotional responsibility of pre-school teachers. In the framework of this main objective, it was studied whether pre-school teacher candidates have a meaningful relationship between the levels of cognitive flexibility and the levels of emotional responsibility. Furthermore, it has been studied that the levels of cognitive flexibility and emotional responsiveness of pre-school teachers differ significantly according to age, class level, income level, brothers and sisters, the reason to choose the pre-school teaching section, the place of the experienced settlement, the status of interest in any sport and the attitude of the parents they perceive. Relational scan model was used in the research. The research work group was formed by 143 preschool teachers candidates who are studying at a foundation university in Istanbul. The data collection tools used in the research are ‘Personal Information Form’, ‘Emotional Reaction Scale’ and ‘Cognitive Flexibility Reserve’. The Emotional Reaction Scale was developed by Nock, Wedig, Holmberg and Hooley in 2008; adapted to Turkish by Seçer, Halmatov and Gençdoğan in 2013. The information flexibility inventory was developed by Dennis and Wal in 2010 and adapted to Turkish by Sapmaz and Doğan in 2013. The statistical analysis of the data was carried out using the SPSS 20.0 package program. First, it was determined whether the data showed normal distribution. Then, according to the normal condition of distribution; the data were solved using the Pearson Collapse Moment Correlation Coating Test, Kruskal Wallis H Test, Mann Whitney-U Test, One Direction Varyans Analysis ANOVA and Independent Group T Test. The findings from the study are as follows: As the levels of cognitive flexibility of the pre-school teacher candidates increase, the levels of emotional responsibility decrease. The levels of cognitive flexibility and emotional responsibility of the pre-school teacher candidates do not differ significantly according to the level of class, the number of brothers and sisters, the place of residence experienced; the level of income, the reason to choose the pre-school teaching section, the status of interest in any sport and the behavior of the perceived parent varies significantly.
The main aim of this research was to examine the cognitive flexibility and emotional reactivity levels of preschool teacher candidates. Within the framework of this main aim, it was investigated whether there was a significant relationship between the cognitive flexibility and emotional reactivity levels of preschool teacher candidates. In addition, it was investigated that whether the cognitive flexibility and emotional reactivity levels of the preschool teacher candidates varied significantly by age, grade level, income level, number of siblings, reasons of choosing preschool teaching program, type of place they live in, state of being interested in any type of sport and parental attitude they perceive, or not. The relational screening model was used in the research. The study group of the research consists of 143 university students studying in the preschool teaching graduate program of the education faculty of a private university in Istanbul province. ‘Personal Information Form’, ‘Cognitive Flexibility Inventory’ and ‘Emotional Reactivity Scale’ were used as data collection tools in the research. The Emotional Reactivity Scale was developed by Nock, Wedig, Holmberg and Hooley 2008 and adapted to Turkish by Seçer, Halmatov and Gençdoğan 2013 . The Cognitive Flexibility Inventory was developed by Dennis and Wal 2010 and adapted to Turkish by Sapmaz and Doğan 2013 . The data were analyzed using the SPSS 20.0 program. First, it was determined whether the data showed normal distribution. Then, in accordance with the normality of the distribution; Pearson Product-Moment Correlation Coefficient Analysis, Kruskal Wallis H Test, Mann Whitney-U Test, One-Way Analysis of Variance ANOVA and Independent Group T Test were used to analyze the data. The results obtained from the research were as follows: As the cognitive flexibility level of preschool teacher candidates increases, emotional reactivity level of preschool teacher candidates decreases. The cognitive flexibility and emotional reactivity levels of the preschool teacher candidates did not vary significantly by age, grade level, number of sibling, type of place they live in; but varied significantly by income level, reasons of choosing preschool teaching program, state of being interested in any type of sport and parental attitude they perceive.
Alan : Eğitim Bilimleri; Fen Bilimleri ve Matematik; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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