Hilal Büyükgöze

Predicting Work Volition From Proactive Personality Trait Among University Students

The current study aimed to elaborate on how work volition of university students associated with proactive personality trait, and to what extent proactive personality predicted work volition. Participants consisted of 352 university students including 242 females and 110 males. Findings demonstrated that male university students had stronger work volition perceptions than female students. Further, a positive, moderate level relationship between work volition and proactive personality was explored, whereas a negative yet significant relationship was detected between participants’ constraints perceptions and proactive personality traits. Regression analysis provided evidence regarding the predictive role of the proactive personality on volition dimension as of 25 % positively, and on constraints dimension as of 9 % negatively. Discussions on results are provided regarding literature, and future research directions are presented.

The Relationship of Perceived Organizational Support and Psychological Capital: An Investigation among High School Teachers

The current study primarily focused on the relationship of public high school teachers’ perceived organizational support and psychological capital levels. Further, this relationship was investigated in relation to participants’ gender, education, type of high school, tenure, marital status and membership to an education union. The study group of the study consists of 337 high school teachers from eight public high schools located in Ankara. The data were analyzed by utilizing t test, ANOVA, Pearson Momentum Correlation Coefficient, and multiple linear regression. The main findings are as follows; teachers perceive moderate levels of organizational support; the overall psychological capital level of teachers is relatively high; married teachers have higher levels of hope than single teachers; members of education unions have higher levels of hope and self-efficacy than non-member teachers; teachers working in vocational high schools have higher levels of resilience than teachers working in Anatolian high schools; and, teachers with bachelor’s degree have higher levels of optimism than teachers with graduate education degree. In addition, there is a moderate, positive and statistically significant relationship between teachers’ perceived organizational support level and overall psychological capital level. Furthermore, it was found that perceived organizational support together predict 20% of the total variance in overall psychological capital level of teachers, and perceived organizational support is a statistically significant predictor of psychological capital.

An investigation of the widening policies on access to and participation in higher education among EHEA

S on yüzy›lda sosyal, kültürel, ekonomi-politik ve bilimsel anlamda meydana gelen de¤iflim ve geliflmeler yüksekö¤retimin yönetimini daha modern bir yap›ya ihtiyaç duyar hale getirmifltir. Özellikle de nitelikli bilgiye ve inovatif bilgi toplumuna yönelik talepler, yüksekö¤retim yap›lar›n› daha etkin, fleffaf ve hesap verebilir bir anlay›fla yönlendirmifltir. BiBologna Süreci 1999’da 29 ülkenin kat›l›m›yla ‹talya-Bologna’daki toplant› ile bafllam›fl ve sonras›nda Avrupa Yüksekö¤retimden Sorumlu Bakanlar Toplant›s›’n›n birkaç y›lda bir düzenlenmesiyle geliflmifltir. Bu çal›flma kapsam›nda, Belçika’n›n Leuven ve Louvain-la-Neuve flehirlerinde 2009 y›l›nda düzenlenen konferans bildirgesinde belirtilen gelecek on y›ll›k süreçte “yüksekö¤retime eriflimi ve kat›l›m› geniflletmeye” yönelik önceli¤in Avrupa Yüksekö¤retim Alan› (AYA) ülkelerinin ulusal yüksekö¤retim politikalar›na ne derece yans›t›ld›¤› ve bu do¤rultuda ne tür somut ad›mlar›n at›ld›¤›n›n belirlenmesi hedeflenmektedir. Bulgular, 48 üyesi bulunan AYA dahilinde yaln›zca dört ülkenin ‘yüksekö¤retime eriflimi ve kat›l›m› geniflletme’ hedefine ulusal e¤itim politikalar›nda yer vermedi¤ini göstermifltir. Ayr›ca, bu kapsamdaki politikalar ve önlemler incelendi¤inde, ülke çap›nda genel bir politika izlenmesi ya da yaln›zca dezavantajl› gruplar›n eriflim ve kat›l›m›n›n artt›r›lmas›na yönelik politika izlenmesi fleklinde makro ve mikro düzeyde uygulamalar oldu¤u belirlenmifltir. Makro politikalar aras›nda yüksekö¤renim harc›n›n kald›r›lmas›, üniversite bulunan yerleflim yeri say›s›n›n ve yüksekö¤renim programlar›n›n say›s›n›n artt›r›larak daha esnek bir yap›da sunulmas› yer almaktad›r. Mikro düzeydeki önlemler aras›nda ise bedensel engelli ö¤rencilere yönelik farkl› yüksekö¤retime geçifl s›navlar›n›n uygulanmas›, engelli ö¤rencilere ait ayr› kontenjanlar›n ayr›lmas› ve göçmen ve etnik gruplara yönelik imkanlar›n artt›r›lmas› say›labilir. Genel olarak, makro düzeyde ilerleme sa¤lansa da tüm politika ve önlemlere ra¤men yüksekö¤retimin dezavantajl› gruplardan gelen ö¤renciler (engelliler, öksüz/yetim, düflük gelirli, k›rsal kesimde yaflayan, etnik köken) için halen kolay eriflilebilir olmad›¤› belirtilebilir.