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2
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73
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28
In this study, it is aimed to determine the self-leadership perceptions and social problem solving skills of vocational school students in terms of various variables and to determine the level of relationship between them. The research was carried out using the general screening model. The sample group of the research consists of 397 students, 179 female and 218 male, studying at Sivas Cumhuriyet University, Sivas Vocational School (SVS) in the 2019-2020 academic year. The data were obtained by using ‘Self-Leadership Scale’ and ‘Social Problem Solving Inventory’. The data were analyzed using Kolmogorov-Smirnov (K-S), arithmetic mean, standard deviation, independent t test, ANOVA, Tukey, Pearson Correlation Coefficient analysis techniques. SVS students' self-leadership perceptions and social problem solving skills significantly differed (p <.05) in terms of gender, grade level, economic status, place of residence for the former, and in terms of the type of education, economic status, and place of residence for the latter. Correlation levels of social problem solving skills and self-leadership perceptions were found to be moderately positive (r = .42).
In this study, it is aimed to determine the self-leadership perceptions and social problem solving skills of vocational school students in terms of various variables and to determine the level of relationship between them. The research was carried out using the general screening model. The sample group of the research consists of 397 students, 179 female and 218 male, studying at Sivas Republic University, Sivas Vocational School (SVS) in the 2019-2020 academic year. The data were obtained by using 'Self-Leadership Scale' and 'Social Problem Solving Inventory'. The data were analyzed using Kolmogorov-Smirnov (K-S), arithmetic mean, standard deviation, independent t test, ANOVA, Tukey, Pearson Correlation Coefficient analysis techniques. SVS students' self-leadership perceptions and social problem solving skills significantly differed (p <.05) in terms of gender, grade level, economic status, place of residence for the former, and in terms of the type of education, economic status, and place of residence for the latter. Correlation levels of social problem solving skills and self-leadership perceptions were found to be moderately positive (r = .42).
Alan : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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