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Ergenlerde Super Yasam Becerileri Egitim Programinin Turkiye'de Cevrimici Uygulanmasi = = Online Implementing of the Super Skills for Life Educational Training Program for Adolescents in Turkey /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Ergenlerde Super Yasam Becerileri Egitim Programinin Turkiye'de Cevrimici Uygulanmasi =/ Meltem Tercan.
Reminder of title:	Online Implementing of the Super Skills for Life Educational Training Program for Adolescents in Turkey /
Author:	Tercan, Meltem,
Description:	1 electronic resource (186 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
Subject:	Parents & parenting. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31570561
ISBN:	9798342776660

Ergenlerde Super Yasam Becerileri Egitim Programinin Turkiye'de Cevrimici Uygulanmasi = = Online Implementing of the Super Skills for Life Educational Training Program for Adolescents in Turkey /
Tercan, Meltem,

Ergenlerde Super Yasam Becerileri Egitim Programinin Turkiye'de Cevrimici Uygulanmasi =Online Implementing of the Super Skills for Life Educational Training Program for Adolescents in Turkey /Meltem Tercan. - 1 electronic resource (186 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

Bu arastirmada, Super Yasam Becerileri-Ergenler (SYBE) Programinin dokuzuncu sinifa devam eden ergenler uzerindeki etkisi karma desene gore degerlendirilmistir. Degerlendirme dort asamada yapilmistir. Birinci asamada ergenlerin kendilerini degerlendirmesi olceklerle gerceklestirilmistir. Bu asamada deney ve kontrol grubundan on test, son test ve alti aylik izleme testi olcumleri alinmistir. Ikinci asamada, deney grubuyla SYBE programi oncesi ve sonrasi video cekimleri gerceklestirilerek sosyal performansin davranissal olcumu analiz edilmistir. Ucuncu asamada ogretmen degerlendirmesi ve dorduncu asamada anne-baba degerlendirmesi alinmistir. Olcumlerde ergenlere; Demografik Anket, Olumsuz Degerlendirilme Korkusu Olcegi- Kisa Formu, UCLA Yalnizlik Olcegi-Kisa Formu, Ergenler Icin Sosyal Kaygi Olcegi, Yeterlilik Algisi Olcegi, Gucler ve Guclukler Anketini olcekleri uygulanmistir. Ogretmen ve annebabalara ise, arastirmaci tarafindan gelistirilen programin ve programa katilan ergenlerin degerlendirildigi yapilandirilmis gorusme formu uygulanmistir.Karma desene gore yurutulen arastirmanin deneysel deseni on-test son-test olcumlu ve deney-kontrol gruplu (N deney= 24, N kontrol=20) yari/gercek deneysel desendir. Katilimcilar deney ve kontrol grubuna basit seckisiz atama yontemi ile atanmistir. Arastirmanin ikinci asamasinda, birinci asamanin etkisi ogretmen ve annebaba tarafindan degerlendirilmis ve verileri betimsel analiz ile cozumlenmistir.Analiz bulgularina gore, SYBE programi ogrencilerin olumsuz degerlendirilme korkularinda, yalnizlik, sosyal kaygi ve gucler ve guclukler anketi puanlarinda ve yeterlik algisinda kontrol grubuna kiyasla anlamli bir degiskenlik yaratmamistir.Sosyal performansin davranissal olcumu yani video degerlendirmesi acisindan degerlendirildiginde uygulanan program sonucunda ogrencilerin kameraya bakisi, konusmadaki sesin kalitesi, konusmanin uzunlugu, daha rahat hareket etme ve konusma akisi ozellikleri anlamli derecede yukselmistir. t(23)= -5.286; t(23)= -6.646; t(23)= -3.562; t(23)= -6.029; t(23)= -3.112, p<0.05. Buna gore, uygulanan program onemli bir iyilesme saglamistir.Ogretmen degerlendirmesinde hem Anadolu Lisesi (%55) hem de Fen lisesi ogretmenleri (%86) programin etkili oldugunu ifade etmislerdir. Fen lisesi ogretmenleri, programi daha fazla etkili bulmuslardir (%86). Ogrencilerin derse katilimlari (%53 ve %32) ve kendilerine olan guvenlerinde bir artis gozlemlediklerini (%27 ve %44 belirtmislerdir. Hem derse katilimin hem de kendilerine olan guvenlerinin arttigini bildirmislerdir (%20 ve %24).Anne-baba degerlendirmesinde, program faydali bulunmus (dokuz anne-babanin yedisi), programin en cok duygu duzenleme ve zaman yonetimi konularinda cocuklarina katki sagladigi belirtilmistir (dokuz anne-babanin altisi). Ayrica cocuklarinin iliskilerinde ve sosyal becerilerinde bir farklilik gozlemlemislerdir (dokuz anne babanin besi).Sonuc olarak, ogrencilerin SYBE programdan yarar sagladigi gorulmustur.

Turkish

ISBN: 9798342776660Subjects--Topical Terms:

3562799
Parents & parenting.

Ergenlerde Super Yasam Becerileri Egitim Programinin Turkiye'de Cevrimici Uygulanmasi = = Online Implementing of the Super Skills for Life Educational Training Program for Adolescents in Turkey /
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245 1 0 $a Ergenlerde Super Yasam Becerileri Egitim Programinin Turkiye'de Cevrimici Uygulanmasi = $b Online Implementing of the Super Skills for Life Educational Training Program for Adolescents in Turkey / $c Meltem Tercan.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (186 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
500 $a Advisors: Karaman, Neslihan Guney.
502 $b Ph.D. $c Ankara Universitesi (Turkey) $d 2023.
520 $a Bu arastirmada, Super Yasam Becerileri-Ergenler (SYBE) Programinin dokuzuncu sinifa devam eden ergenler uzerindeki etkisi karma desene gore degerlendirilmistir. Degerlendirme dort asamada yapilmistir. Birinci asamada ergenlerin kendilerini degerlendirmesi olceklerle gerceklestirilmistir. Bu asamada deney ve kontrol grubundan on test, son test ve alti aylik izleme testi olcumleri alinmistir. Ikinci asamada, deney grubuyla SYBE programi oncesi ve sonrasi video cekimleri gerceklestirilerek sosyal performansin davranissal olcumu analiz edilmistir. Ucuncu asamada ogretmen degerlendirmesi ve dorduncu asamada anne-baba degerlendirmesi alinmistir. Olcumlerde ergenlere; Demografik Anket, Olumsuz Degerlendirilme Korkusu Olcegi- Kisa Formu, UCLA Yalnizlik Olcegi-Kisa Formu, Ergenler Icin Sosyal Kaygi Olcegi, Yeterlilik Algisi Olcegi, Gucler ve Guclukler Anketini olcekleri uygulanmistir. Ogretmen ve annebabalara ise, arastirmaci tarafindan gelistirilen programin ve programa katilan ergenlerin degerlendirildigi yapilandirilmis gorusme formu uygulanmistir.Karma desene gore yurutulen arastirmanin deneysel deseni on-test son-test olcumlu ve deney-kontrol gruplu (N deney= 24, N kontrol=20) yari/gercek deneysel desendir. Katilimcilar deney ve kontrol grubuna basit seckisiz atama yontemi ile atanmistir. Arastirmanin ikinci asamasinda, birinci asamanin etkisi ogretmen ve annebaba tarafindan degerlendirilmis ve verileri betimsel analiz ile cozumlenmistir.Analiz bulgularina gore, SYBE programi ogrencilerin olumsuz degerlendirilme korkularinda, yalnizlik, sosyal kaygi ve gucler ve guclukler anketi puanlarinda ve yeterlik algisinda kontrol grubuna kiyasla anlamli bir degiskenlik yaratmamistir.Sosyal performansin davranissal olcumu yani video degerlendirmesi acisindan degerlendirildiginde uygulanan program sonucunda ogrencilerin kameraya bakisi, konusmadaki sesin kalitesi, konusmanin uzunlugu, daha rahat hareket etme ve konusma akisi ozellikleri anlamli derecede yukselmistir. t(23)= -5.286; t(23)= -6.646; t(23)= -3.562; t(23)= -6.029; t(23)= -3.112, p<0.05. Buna gore, uygulanan program onemli bir iyilesme saglamistir.Ogretmen degerlendirmesinde hem Anadolu Lisesi (%55) hem de Fen lisesi ogretmenleri (%86) programin etkili oldugunu ifade etmislerdir. Fen lisesi ogretmenleri, programi daha fazla etkili bulmuslardir (%86). Ogrencilerin derse katilimlari (%53 ve %32) ve kendilerine olan guvenlerinde bir artis gozlemlediklerini (%27 ve %44 belirtmislerdir. Hem derse katilimin hem de kendilerine olan guvenlerinin arttigini bildirmislerdir (%20 ve %24).Anne-baba degerlendirmesinde, program faydali bulunmus (dokuz anne-babanin yedisi), programin en cok duygu duzenleme ve zaman yonetimi konularinda cocuklarina katki sagladigi belirtilmistir (dokuz anne-babanin altisi). Ayrica cocuklarinin iliskilerinde ve sosyal becerilerinde bir farklilik gozlemlemislerdir (dokuz anne babanin besi).Sonuc olarak, ogrencilerin SYBE programdan yarar sagladigi gorulmustur.
520 $a In this study, the effect of the Super Skills for Life -Adolescents (SSLA) Programme on the ninth grade adolescents was evaluated according to the mixed design. The evaluation was made in four stages. In the first stage, adolescents' self-assessment was carried out with scales. At this stage, pre-test, post-test and six-month follow-up test measurements were taken from the experimental and control groups. In the second stage, the behavioral measurement of social performance was analyzed by making videos with the experimental group before and after the SSLA programme. In the third stage, teacher assessment and in the fourth stage, parent assessment was taken. Adolescents in measurements; Demographic Questionnaire, Fear of Negative Evaluation Scale-Short Form, UCLA Loneliness Scale-Short Form, Social Anxiety Scale for Adolescents, Self-Efficacy Scale, Strengths and Difficulties Questionnaire were applied. A structured interview form was applied to the teachers and parents, in which the program developed by the researcher and the adolescents participating in the program were evaluated. The experimental design of the research conducted according to the mixed design is a semi/real experimental design with pre-test post-test measurement and experimental-control group (N experiment= 24, N control=20). Participants were assigned to the experimental and control groups using a simple random assignment method. In the second stage of the research, the effect of the first stage was evaluated by the teacher and the parents, and the data were analyzed by descriptive analysis.According to the analysis findings, SSLA did not create a significant variability in students' fear of negative evaluation, loneliness, social anxiety and strengths and difficulties questionnaire scores and their perception of efficacy compared to the control group.In terms of behavioral measurement of social performance, in other words, video evaluation, the students' view of the camera, the quality of the voice in the speech, the length of the speech, the more comfortable behavior and the speech flow characteristics increased significantly as a result of the applied programme. t(23)= -5.286; t(23)= -6.646; t(23)= -3.562; t(23)= -6.029; t(23)= -3.112, p<0.05. Accordingly, the implemented program resulted in a significant improvement.In teacher evaluation, both Anatolian High School (55%) and Science High School teachers (86%) stated that the program was effective. Science high school teachers found the programme more effective (86%). They stated that they observed an increase in students' participation (53% and 32%) and their self-confidence (27% and 44%). In the evaluation of parents, the programme was found to be beneficial (seven of nine parents), and it was stated that the programme contributed most to their children in terms of emotion regulation and time management (six of nine parents). They also observed a difference in their children's relationships and social skills (five out of nine parents).As a result, it was seen that the students benefited from the SSLA programme.
546 $a Turkish
590 $a School code: 1162
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650 4 $a Secondary school teachers. $3 3769056
650 4 $a Teenagers. $3 617887
650 4 $a Individual & family studies. $3 2122770
650 4 $a Middle Eastern studies. $3 3168421
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710 2 $a Ankara Universitesi (Turkey). $e degree granting institution. $3 3823390
720 1 $a Karaman, Neslihan Guney $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05A.
790 $a 1162
791 $a Ph.D.
792 $a 2023
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