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Problem Durumu: Bu çalışmada ortaokul öğrencilerinin dinleme/izleme becerisine yönelik öz yeterlik algıları sınıf düzeyi, cinsiyet, anne-baba eğitim durumu, önceki yıla ait Türkçe dersi başarı puanı gibi değişkenlere göre incelenmiştir. Yöntem: Araştırma, “İlişkisel Tarama Modeli”nde betimsel bir çalışmadır. Bu model bağlamında araştırma, nicel araştırmaya bağlı olarak korelasyonel araştırma yönteminde gerçekleştirilmiştir. Öğrencilerin dinleme/izleme öz yeterlik düzeylerini belirlemek için geçerliği ve güvenirliği kanıtlanmış “Dinleme Öz Yeterlik Ölçeği” kullanılmıştır. Ölçek kullanılmadan önce doğrulayıcı faktör analizi yapılarak ölçeğin geçerlik ve güvenirliğine ek kanıt elde edilmiştir. Araştırma İzmir ilinde 6,7 ve 8. sınıflarda öğrenim gören 748 ortaokul öğrencisi üzerinde yapılmıştır. Bulgular: Araştırma sonucunda cinsiyete göre dinleme öz yeterliğinin kız öğrencilerin lehine anlamlı şekilde farklılaştığı sınıf düzeyine göre 6. sınıfların en yüksek, 8. sınıfların en düşük dinleme öz yeterliğine sahip olduğu anne-baba öğrenim durumuna göre veli eğitim durumu yüksek olan öğrencilerin dinleme öz yeterliklerinin de yüksek olduğu önceki yıl Türkçe dersi başarı puanları ile dinleme öz yeterliği arasında olumlu yönde bir ilişkinin olduğu sonuçlarına ulaşılmıştır. Sonuç ve Öneriler: Elde edilen sonuçlar alandaki diğer çalışmalarla karşılaştırılmış ve yorumlanmıştır, sonuçlardan hareketle alana öneriler getirilmiştir.
Problem Status: In this study, the self-efficiency perceptions of listening / watching skills of middle school students were examined according to the variables such as class level, gender, parental education status, and achievement score of Turkish lesson of the previous year. Method: The research is a descriptive study on "Relational Screening Model". In the context of this model, the research was carried out in a correlational research method depending on the quantitative research. The "Listening Self-Efficiency Scale", which is valid and reliable, has been used to determine listening / watching self-efficiency levels of students. Confirmatory factor analysis was performed before the scale was used to obtain additional evidence of validity and reliability of the scale. The research was carried out on 748 middle school students in 6th, 7th and 8th grade in İzmir. Findings: As a result of the research, listening according to sex was achieved as a result of the difference in meaningfulness in favor of female students. According to the class level the sixth grade has the highest listening self-efficiency, 8th grade has the lowest listening self-efficiency. According to parents' educational status it was concluded that the listening self-efficacy of the students with high learning status of their parents was also high. It was concluded that there was a positive relationship between the achievement scores of the previous year Turkish lesson and listening self-efficiency. Results and suggestions: The results obtained are compared with the other studies in the area and interpreted. Some suggestions were made to the field with the considering results
Problem Status: In this study, the self-efficiency perceptions of listening / watching skills of middle school students were examined according to the variables such as class level, gender, parental education status, and achievement score of Turkish lesson of the previous year. Method: The research is a descriptive study on "Relational Screening Model". In the context of this model, the research was carried out in a correlational research method depending on the quantitative research. The "Listening Self- Efficiency Scale", which is valid and reliable, has been used to determine listening / watching self- efficiency levels of students. Confirmatory factor analysis was performed before the scale was used to obtain additional evidence of validity and reliability of the scale. The research was carried out on 748 middle school students in 6th, 7th and 8th grade in İzmir. Findings: As a result of the research, listening according to sex was achieved as a result of the difference in meaningfulness in favor of female students. According to the class level the sixth grade has the highest listening self- efficiency, 8th grade has the lowest listening self- efficiency. According to parents' educational status it was concluded that the listening self-efficacy of the students with high learning status of their parents was also high. It was concluded that there was a positive relationship between the achievement scores of the previous year Turkish lesson and listening self- efficiency. Results and Suggestions: The results obtained are compared with the other studies in the area and interpreted. Some suggestions were made to the field with the considering results
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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