SOSYAL BİLGİLER DERSİNDE ALGILANAN ANNE-BABA VE ÖĞRETMEN AKADEMİK KATILIMININ ÖĞRENCİLERİN AKADEMİK BENLİK KAVRAMLARINA VE SOSYAL BİLGİLER DERSİNE BAĞLILIKLARINA ETKİSİ

Bu çalışmada, sosyal bilgiler dersinde algılanan anne-baba ve öğretmen akademik katılımının öğrencilerin sosyal bilgiler akademik benlik kavramlarına ve bu derse olan bağlılıklarına etkisi incelenmiştir. Veriler Edirne'de bulunan üç ilkokul ve üç ortaokuldan olmak üzere toplam 501 öğrenciden 2015-2016 eğitim-öğretim yılında toplanmıştır. Araştırma sonuçlarına göre, sosyal bilgiler dersinde kız öğrenciler erkeklere göre daha fazla anne-baba akademik desteği algılamakta ve sosyal bilgiler dersine daha fazla bağlılık göstermektedirler. İlkokul öğrencileri ortaokul öğrencilerine göre sosyal bilgiler dersinde daha fazla anne-baba ve öğretmen akademik katılımı algılamaktadırlar, daha olumlu sosyal bilgiler akademik benlik kavramına sahiptirler ve sosyal bilgiler dersine daha fazla bağlılık göstermektedirler. Ayrıca, okul düzeyi, sosyal bilgiler dersinde algılanan anne-baba akademik izleme ve öğretmen akademik destek düzeyi öğrencilerin sosyal bilgiler akademik benlik kavramlarını anlamlı düzeyde yordamaktadır. Benzer şekilde, cinsiyet, okul düzeyi, sosyal bilgiler akademik benlik kavramı, sosyal bilgiler dersinde algılanan anne-baba akademik izleme, öğretmen akademik izleme ve öğretmen akademik destek düzeyleri öğrencilerin sosyal bilgiler dersine bağlılık düzeylerini anlamlı düzeyde yordamaktadır

THE IMPACT OF PERCEIVED PARENTAL AND TEACHER ACADEMIC INVOLVEMENT IN SOCIAL STUDIES ON STUDENTS’ SOCIAL STUDIES ACADEMIC SELF-CONCEPT AND ENGAGEMENT

This study investigated the impact of perceived parental and teacher academic involvement in social studies on students’ social studies academic self-concept and engagement in social studies. The data were gathered from 501 students at three elementary and three middle schools in Edirne in 2015-2016 academic year. The findings showed that female students perceived more parental academic support and were engaged more in social studies compared to males. Elementary school students as compared to middle school students perceived more parental and teacher academic involvement in social studies, they had more positive social studies academic self-concept and engaged more in social studies. Moreover, school level, perceived parental academic monitoring and perceived teacher academic support in social studies significantly predicted students’ social studies academic self-concepts. Similarly, gender, school level, social studies academic selfconcept, perceived parental academic monitoring, teacher academic monitoring and support in social studies significantly predicted students’ engagement in social studies

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