ANNE VE BABALARIN OKUL ANILARININ ÇOCUKLARININ OKULA KARŞI TUTUM VE AKADEMİK BAŞARILARINA ETKİSİ

Bu araştırmanın amacı anne ve babaların okul anılarının çocuklarının okula ilişkin tutumlarına ve akademik başarılana etkisini araştırmaktır. Bu amaç doğrultusunda toplam 381 lise öğrencisi ve ebeveynleri araştırma sürecine dâhil edilmiştir. Araştırmada veri toplamak amacı ile uyarlaması yapılan okul anıları ölçeği, okula ilişkin tutum ölçeği, kullanılmıştır. Elde edilen veriler üzerinde gerçekleştirilen analizler öğrencilerin okula ilişkin tutumları, genel akademik not ortalamaları ve YGS puanları arasında anlamlı bir ilişki olmadığını göstermiştir. Buna ek olarak öğrencilerin okula ilişkin puanları ve ebeveynlerin okul anıları cinsiyetlerine göre anlamlı bir şekilde farklılaşmamıştır. Diğer bir araştırma sonucu ise ebeveynlerin okul anılarının eğitim düzeylerine göre değiştiğini ortaya koymuştur.

The Effects of Parental Recollections on High School Students’ Academic Achievement and Attitudes toward School

The present research aimed to explore the relations among parents’ own school recollections and their children’s academic achievement, and attitudes toward school. A total of 381 high school students and their parents were enrolled in the study. The Global School Memories scale adapted into Turkish, school attitudes scale, were used to collect the data. The research findings indicated that there were not any statistically significant relations among school recollections, school attitudes, and academic achievement. Beside this, the parents’ own school memories and the students’ school attitudes did not vary according to their gender. In addition, the parental recollections of school experiences significantly differentiated according to the parents’ education levels

___

  • Adıgüzel, A., (2012). Okula ilişkin tutum ölçeğinin geçerlik ve güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi, 11,30-45.
  • Antikainen, A. (1998). Between structure and subjectivity: Life-histories and lifelong learning. International. Review of Education, 44, 215–34.
  • Antikainen, A. ve Kauppila, J. (2002). Educational generations and the futures of adult education: a Nordic experience. International Journal of Lifelong Education, 21(3), 209-219.
  • Barnett, M. A. ve Taylor, L. C. (2009). Parental recollections of school experiences and current kindergarten transition practices. Journal of Applied Developmental Psychology, 30(2), 140-148.
  • Burns, R. C. (1993). Parents and Schools: From Visitors to Partners. NEA School Restructuring Series. National Education Association, 1201 16th Street, NW, Washington, DC 20036-3290 (Stock No. 1856-7-00).
  • Büyüköztürk, Ş. (2007). Deneysel desenler, öntest-sontest kontrol grubu desen ve veri analizi. Ankara: Pegem Akademi Yayıncılık Comers, J.P. ve Haynes, N. M. (1991). Parent ınvolvement in schools: An ecological approach. Elementary School Journal, 91(3), 271-277.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Second edition). New Jersey: Pearson Education, Inc.
  • Donohue, K. (2008). Children’s early reading: How parents’ beliefs about literacy learning and their own school experiences relate to the literacy support they provide for their children (Unpublished doctoral dissertation). New York University, New York, USA.
  • Eccles, J. S. ve Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94, 568-568.
  • Epstein, J. L. (1987). Parent involvement: What research says to administrators. Education and urban society, 19(2), 119-136.
  • Epstein, J.L. ve Sanders, M.G. (2002). Family, school, and community partnerships. In M.H. Bornstein (Ed.), Handbook of parenting: Practical issues in parenting (pp. 407–437). Mahwah, NJ: Erlbaum.
  • Gorman, T. (1998). Social class and parental attitudes towards education. Journal of Contemporary Ethnography, 27, 10–45.
  • Grolnick, W. S. ve Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252.
  • Grolnick, W. S., Benjet, C., Kurowski, C. O. ve Apostoleris, N. H. (1997). Predictors of parent involvement in children's schooling. Journal of educational Psychology, 89(3), 538.
  • Grolnick, W.S. ve Slowiaczek, M.L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivation model. Child Development, 65, 237–252.
  • Hill, N. E. ve Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161-164.
  • Hooper, D., Coughlan, J. ve Mullen, M. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Kaczan, R., Rycielski, P. ve Wasilewska, O. (2014). Parental satisfaction with school-determining factors. Edukacja, 6, 39-52.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford publications.
  • Mapp, K. L. (2003). Having their say: Parents describe why and how they are engaged in their children's learning. School Community Journal, 13(1), 35-64.
  • Metso, T. (2004). Koti, koulu ja kasvatus: Kohtaamisia ja rajankäyntejä [Home, school, and education; in Finnish]. Research in Educational Science, 19. Helsinki, Finland: The Finnish Educational Society.
  • Miedel, W.T. ve Reynolds, A.J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal of School Psychology, 37, 370–402.
  • Miller, K. (2015). From past to present: how memories of school shape parental views of children's schooling. International Journal of Early Years Education, 23(2), 153-171.
  • Miller, K., Dilworth-Bart, J. ve Hane, A. (2011). Maternal recollections of schooling and children's school preparation. School Community Journal, 21(2), 161-184.
  • Putallaz, M., Costanzo, P. R., Grimes, C. L. ve Sherman, D. M. (1998). Intergenerational continuities and their influences on children’s social development. Social development, 7(3), 389-427.
  • Räty, H. (2003). The significance of parents' evaluations of their own school for their educational attitudes. Social Psychology of Education, 6(1), 43-60.
  • Räty, H. (2007). Parents’ own school recollections influence their perception of the functioning of their child’s school. European Journal of Psychology of Education, 22, 387–98.
  • Räty, H. (2010). Do parents' own school memories contribute to their satisfaction with their child's school? Educational Studies, 36(5), 581-584.
  • Räty, H., Jaukka, P. ve Kasanen, K. (2004). Parents’ satisfaction with their child’s first year of school. Social Psychology of Education, 7(4), 463- 479.
  • Räty, H., Snellman, L., Mäntysaari‐Hetekorpi, H. ve Vornanen, A. (1996). Parents’ views on the comprehensive school and its development: A Finnish study. Scandinavian Journal of Educational Research, 40(3), 203-215.
  • Reay, D. (2001). Finding or losing yourself? Working-class relationships to education. Journal of Education Policy, 16, 333-346.
  • Rothenberg, J. J. (1994). Memories of schooling. Teaching and Teacher Education, 10(4), 369-379.
  • Rowley, S.J. ve Taylor, L.C. (1999, August). Qualitative results from the parentchild-school transition ttudy. Paper presented at the Annual Conference of the American Psychological Association, Boston, MA.
  • Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children’s school-related development in the early years. Review of General Psychology, 8(3), 163–178.
  • Turunen, T. A. (2012). Memories about starting school. What is remembered after decades?. Scandinavian Journal of Educational Research, 56(1), 69-84.
  • Walker, S. ve Berthelsen, D. C. (2010). Social inequalities and parent involvement in children’s education in the early years of school. In Delving into diversity: An international exploration of issues of diversity in education (pp. 139-149). Nova Science Publishers.
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi-Cover
  • ISSN: 2147-1037
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2000
  • Yayıncı: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi