Understanding of Geometric Reflection: John’s learning path for geometric reflection

Bu çalışma yükseköğretim öğrencilerinin algılanan stres düzeyleri ile problem çözme becerileri, bilinçli farkındalık düzeyleri ve akademik başarıları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Ayrıca algılanan stres düzeyi ile akademik başarı arasındaki ilişkide bilinçli farkındalığın ve problem çözme becerisinin aracılık rolü araştırılmıştır. Araştırmanın katılımcıları 938 yükseköğretim öğrencisinden oluşmaktadır. Veri toplama aracı olarak katılımcılara üç farklı ölçek uygulanmıştır. Ayrıca araştırmada öğrencilerin demografik özelliklerini ve yılsonu not ortalamalarını (GNO) elde etmek için araştırmacı tarafından hazırlanan kişisel bilgi formu kullanılmıştır. Sonuçlar, yükseköğretim öğrencilerinin algılanan stres düzeyleri ile bilinçli farkındalıkları, problem çözme becerileri ve akademik başarıları arasında anlamlı negatif bir ilişki olduğunu göstermiştir. Ayrıca algılanan stres düzeyi ile akademik başarı arasındaki ilişkide bilinçli farkındalık ve problem çözme becerilerinin aracı rolü olduğu bulunmuştur. Araştırmanın bulgularına göre farkındalık temelli yaklaşımların ve problem çözme becerilerinin yükseköğretim öğrencilerinin stres düzeylerini azaltarak akademik başarılarının artması açısından önemli olduğu belirlenmiştir. Gelecekteki araştırmalar için bazı sınırlıklar ve öneriler tartışılmıştır.

Understanding of Geometric Reflection: John’s learning path for geometric reflection

This study aims to examine the relationship between higher education students' perceived stress levels, and their problem solving skills, awareness levels and academic achievement. Also, the mediating role of mindfulness levels and problem-solving skills on the association between perceived stress level and academic achievement was investigated. The participants of the study consisted of 938 higher education students. For data collection, three different questionnaires were administered to the participants. In addition, the personal information form prepared by the researcher was used to obtain the students' demographic characteristics and grade point averages (GPA). The results showed that there was a significant negative relationship between perceived stress levels of higher education students and their mindfulness, problem solving skills, and academic achievement. Also, it was found that mindfulness and problem-solving skills had a mediating role on the association between perceived stress level and academic achievement. Based on the findings of the study, it was concluded that mindfulness-based approaches and problem-solving skills are important for higher education students to reduce their stress levels and increase academic success. The limitations and recommendations for future research are discussed.

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Bibtex @araştırma makalesi { akukeg945678, journal = {Journal of Theoretical Educational Science}, issn = {1308-1659}, eissn = {1308-1659}, address = {Eğitim Fakültesi, Eğitim 1 Binası, ANS Kampusu, 03200 / Afyonkarahisar}, publisher = {Afyon Kocatepe Üniversitesi}, year = {2022}, volume = {15}, pages = {42 - 63}, doi = {10.30831/akukeg.945678}, title = {Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?}, key = {cite}, author = {Dikmen, Melih} }
APA Dikmen, M. (2022). Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter? . Journal of Theoretical Educational Science , 15 (1) , 42-63 . DOI: 10.30831/akukeg.945678
MLA Dikmen, M. "Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?" . Journal of Theoretical Educational Science 15 (2022 ): 42-63 <
Chicago Dikmen, M. "Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?". Journal of Theoretical Educational Science 15 (2022 ): 42-63
RIS TY - JOUR T1 - Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter? AU - Melih Dikmen Y1 - 2022 PY - 2022 N1 - doi: 10.30831/akukeg.945678 DO - 10.30831/akukeg.945678 T2 - Journal of Theoretical Educational Science JF - Journal JO - JOR SP - 42 EP - 63 VL - 15 IS - 1 SN - 1308-1659-1308-1659 M3 - doi: 10.30831/akukeg.945678 UR - Y2 - 2021 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter? %A Melih Dikmen %T Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter? %D 2022 %J Journal of Theoretical Educational Science %P 1308-1659-1308-1659 %V 15 %N 1 %R doi: 10.30831/akukeg.945678 %U 10.30831/akukeg.945678
ISNAD Dikmen, Melih . "Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?". Journal of Theoretical Educational Science 15 / 1 (Ocak 2022): 42-63 .
AMA Dikmen M. Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?. Journal of Theoretical Educational Science. 2022; 15(1): 42-63.
Vancouver Dikmen M. Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?. Journal of Theoretical Educational Science. 2022; 15(1): 42-63.
IEEE M. Dikmen , "Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?", Journal of Theoretical Educational Science, c. 15, sayı. 1, ss. 42-63, Oca. 2022, doi:10.30831/akukeg.945678