Tülay KUZLU AYYILDIZ, Hülya KULAKÇI ALTINTAŞ, Funda VEREN

Ortaokul Öğrencilerinde Problem Çözme Becerileri ve Sosyal Destekle Düzeylerinin Değerlendirilmesi

Giriş: Bireylerin problem çözme becerilerini etkileyen önemli faktörlerden biri de sosyal destek kaynaklarıdır. Sosyal destekteki eksiklik ve değişimler problem çözme becerilerini etkileyebilmektedir. Amaç: Bu çalışma ergenlerin problem çözme becerileri ile sosyal destek algıları arasındaki ilişkiyi ve bunları etkileyen diğer faktörleri incelemek amacıyla yapılmıştır. Yöntem: Tanımlayıcı-ilişki arayıcı bir çalışma olarak yapılmıştır. Çalışma grubunu Zonguldak ilinde farklı ortaöğretim kurumlarında öğrenim gören 4267 öğrenci oluşturmuştur. Veri toplama aracı olarak, Öğrenci Bilgi Formu, Çocuk ve Ergenler İçin Sosyal Destek Ölçeği ve Çocuklar İçin Problem Çözme Envanteri kullanılmıştır. Bulgular: Problem çözme becerilerinin cinsiyet (p= .000) ve anne öğrenim durumuna (p= .006) göre farklılaştığı saptanmıştır. Algılanan sosyal destek sıklığı (r= .15, p=.000) ve önem derecesi (r= .15, p=.000) ile problem çözme becerileri arasında çok düşük pozitif yönlü ve anlamlı bir ilişki olduğu belirlenmiştir. Sınıf düzeylerine (sıklık p= .000, önem p= .000), cinsiyete (sıklık p= .000, önem p= .000), yaşa (sıklık p= .000, önem p= .000), kardeş sayısına (sıklık p= .02), doğum sırasına (sıklık p= .04, önem p= .011), aile tipine (sıklık p= .000, önem p= .005), anne ve (sıklık p= .000, önem p= .000), baba öğrenim durumuna (sıklık p= .000, önem p= .000) göre sosyal destek sıklığı ve önemi açısından istatistiksel olarak anlamlı farklılıklar olduğu tespit edilmiştir. Sonuç: Öğrencilerin önem verdiği sosyal desteği arttıkça, problem çözme becerileri de artmaktadır.

Anahtar Kelimeler:

Problem Çözme becerisi, Sosyal Destek, Ergen

Evaluation of the Problem Solving Skills and Social Support Levels of Secondary School Students

Background: One of the significant factors affecting problem solving skills of the individuals is social support resources. Deficiencies and changes in social support may affect problem solving skills. Objectives: The aim of this study was to evaluate the relationship between problem solving skills of the teenagers and their perception of social support and factors effecting their perception and social support. Methods: It was a descriptive-correlational study. Study group was composed of 4267 students who were studying in secondary education institutions in Zonguldak. Student Information Form, Social Support Scale for the Children and Adolescents and Problem Solving Inventory for Children were used as data collection tools. Results: Problem solving skills differed according to gender (p=.000) and mother’s education status (p=.006). There was a weak, positive and significant correlation between the frequency of perceived social support (r= .15, p=.000), level of its significance (r= .15, p=.000) and problem solving skills. It was found that there were significant differences in the frequency and significance of social support based on class levels (frequency p= .000, significance p= .000), gender (frequency p= .000, significance p=.000), age(frequency p= .000, significance p= .000), number of siblings (frequency: p= .02), birth order (frequency p= .04, significance p= .011), family type (frequency: p= .000, significance: p= .005) and education level of the mother (frequency: p= .000, significance: p= .000) education level of the father (frequency: p= .000, significance: p= .000). Conclusion: Problem solving skills of the students increased as social support that was significant for the students, increased.

Keywords:

Problem Solving, Social Support, Adolescent.,

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