Mehmet Güven

The effect of cognitive-experiential theory based psycho-educational program on constructive thinking

Abstract The purpose of the present study is to develop a psycho-educational program based on Cognitive-Experiential Theory and investigate the effect of psycho-educational program on the constructive thinking of university students. An experimental design with one training and one control group and three measurements (pre, post, follow-up) were used. Twenty-eight students participated in the research, with 14 each in the experimental and control groups. “Cognitive-Experiential Theory Based Psycho-Educational Program” was applied to the training group students’ over a period of nine sessions. No application was conducted on the control group. The measure was applied to the subjects; two weeks before the beginning of the group sessions (pretest) and the completion of the group sessions (posttest). And to determine the permanence effects of the experimental treatment, the measure was reapplied to the subjects in each group after two-month interval (follow-up measurement). Data were analyzed by two-way ANOVA for mixed measures (2 × 3 Split-Plot). The findings of this research indicate that the nine-sessions psycho-educational program that was formed and based on cognitive experiential theory has caused significant increase in subjects’ constructive thinking level. There was no significant difference among the pretest, posttest, and follow-up test on constructive thinking level of the control group subjects’. Research findings were discussed within the context of the related literature and some suggestions were provided for researchers and practitioners in the field of mental health.

Özel ve Resmi İlk Öğretim Okulu Öğrencilerinin Öğretmenlerinden Bekledikleri ve Gözledikleri Rehberlik Davranışları

Ozel ve Resmi Ilkogretim Okulu Ogrencilerinin Ogretmenlerinin Bekledikleri ve Gozledikleri Rehberlik Davranislari

Friedman Okul Müdürleri Tükenmişlik Ölçeğinin Türkiye`ye Uyarlama Çalışması

Bu calismada, Friedman tarafindan gelistirilen Okul Mudurleri Tukenmislik Olceginin Turkceye cevirisi, guvenirlik ve gecerlik calismasi yapilmis ve olcegin ulkemizde de okul mudurlerinin tukenmislik duzeylerini belirlemeye yonelik arastirmalarda kullanilabilecegi sonucuna varilmistir.

Yatılı İlköğretim Bölge Okulu Öğrencilerinin Öğretmenlerden Bekledikleri ve Gözledikleri Rehberlik Davranışları

Bu arastirmanin amaci, Yatili Ilkogretim Bolge Okulu (YIBO) ogrencilerinin ogretmenlerinden bekledikleri ve gozledikleri rehberlik davranislarinin neler oldugunu, beklenen ve gozlenen rehberlik davranislari arasinda anlamli bir farkin olup olmadigini belirlemektir. Arastirma, YIBO 7. ve 8. sinif ogrencilerinden random ornekleme ile secilen 292 ogrenci (124 kiz, 168 erkek) uzerinde yurutulmustur. Arastirmada veri toplama araci olarak, arastirmacilarxa0tarafindan bir on calisma ile hazirlanip gelistirilen ve ogrencilerin ogretmenlerinden bekledikleri ve gozledikleri rehberlik davranislarini olcmeye yonelik 60 maddelik bir envanter kullanilmistir. Toplanan verilerin istatistiksel analizinde t-testi tekniginden yararlanilmistir. Arastirmada elde edilen bulgulara gore, ogrencilerin ogretmenlerinden alistirma-oryantasyon, ogrenciyi tanima, egitsel ve mesleki rehberlik, kisisel rehberlik, aile rehberligi alanlarinda cesitli beklentilerinin oldugu ve beklenti duzeyinin gozlenen davranislardan yuksek oldugu bulunmustur.