İlköğretim II.kademe öğrenci korkuları:akademik başarıya etkisi
Küçük Resim Yok
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu arastırma ile lkögretim II. Kademede ögretim gören ögrencilerin yasamıs oldukları korkuları tespit ederek bu korkuların ögrencilerin akademik basarıları üzerine olan etkilerini tespit etmek amaçlanmıstır. Bu arastırmadan elde edilecek sonuçlara bakarak, ögrencilerle birebir etkilesim halinde olan ögretmenlerin ögrencilerine karsı davranıslarında nelere dikkat etmesi konusunda bir fikir sahibi olabilmeleri bakımından önemlidir. Arastırma betimsel yöntemlerden ?Okul Survey? yöntemi kullanılarak gerçeklestirilmistir. Arastırmanın evrenini; Milli Egitim Bakanlıgına baglı lkögretim II. Kademeye (6.7.ve 8. Sınıf) devam eden ögrencilerden olusmustur. Arastırmanın örneklemini; Adana, Denizli, Malatya, Nigde, Trabzon, Kırklareli ve Sanlıurfa'da Milli Egitim Bakanlıgına baglı lkögretim Okulları II. Kademede egitim ögretim gören ögrencilerinden oranlı küme örnekleme yöntemiyle seçilen 1140 kisi olusturmustur. Bu arastırmada veriler 2 ölçek yardımıyla toplanmıstır. Kisisel Bilgi Formu(KBF), Korku Alanları ve Korku Düzeyleri Belirleme Ölçegi uygulanmıstır. Bagımlı degiskenler ile bagımsız degiskenler arasındaki iliskiyi tespit etmede SPSS for Windows 10.00 paket programı kullanılmıstır. ki degiskene göre olusan tabloların sütun kenar toplamı üzerinden yüzde degerlerini aynı tablolarda görmek ve degerlendirme yapmak için Crosstabs (çapraz tablo) uygulanmıstır. Ayrıca sorulara verilen cevaplar ile cevaplayanların kisisel özellikleri arasında iliski olup olmadıgını test etmek için Chi- Square Test (Kay-Kare Testi) uygulanmıstır. Arastırma sonucunda asagıdaki bulgular elde edilmistir; 1. lkögretim II. Kademe ögrencilerinin korku alanları ve korku düzeylerine bakıldıgı zaman hayvanlardan kaynaklanan korkular, kendinden kaynaklanan korkular, gelecekle ilgili korkular ve sosyal korkular olmak üzere dört farklı korku grubuna sahip oldukları görülmektedir. 2. lkögretim II. Kademe ögrencilerinin dört grupta bulunan korkuları yasama düzeyleri ile puan ortalamaları arasında p<0.05 düzeyinde anlamlı bir fark vardır. 3. lkögretim II. Kademe ögrencilerinin hayvan korkularını yasama düzeyleri ile cinsiyetleri arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın kızlardan kaynaklandıgı görülmektedir. 4. lkögretim II. Kademe ögrencilerinin kendinden kaynaklanan korkuları yasama düzeylerinden kirlilikten kaynaklanan korkular ile cinsiyetleri arasında anlamlı bir fark bulunmamıstır. Diger korkular ile cinsiyet arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın kızlardan kaynaklandıgı görülmektedir. Farkın kızlardan kaynaklandıgı görülmektedir. 5. lkögretim II. Kademe ögrencilerinin gelecekten kaynaklanan korkuları yasama düzeyleri ile cinsiyetleri arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın kızlardan kaynaklandıgı görülmektedir. 6. lkögretim II. Kademe ögrencilerinin sosyal korkuları yasama düzeylerinde yıkanmaktan ve aynalardan kaynaklanan korkular ile cinsiyetleri arasında anlamlı bir fark bulunmamıstır. Diger korkular ile cinsiyet arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın kızlardan kaynaklandıgı görülmektedir. 7. lkögretim II. Kademe ögrencilerinin hayvan korkularını yasama düzeyleri ile sınıf düzeyleri arasında anlamlı bir fark bulunmamıstır. 8. lkögretim II. Kademe ögrencilerinin kendinden kaynaklanan korkuları yasama düzeylerinde elektrik çarpmasından kaynaklanan korkular ile sınıf düzeyleri arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın 7. Sınıflardan kaynaklandıgı görülmektedir. 9. lkögretim II. Kademe ögrencilerinin gelecekten kaynaklanan korkuları yasama düzeylerinden basına bir kaza gelmesinden, cezalandırılmaktan, hapse girmekten, OKS sınavlarını kazanamamaktan ve bir meslek sahibi olamamaktan kaynaklı korkuları ile sınıf düzeyleri arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; basına bir kaza gelmesinden korkanlarda 6. Sınıflardan, cezalandırılmaktan ve hapse girmekten korkanlarda 7. Sınıflardan, OKS sınavlarını kazanamamak ve bir meslek sahibi olamamaktan korkanlarda 8. Sınıflardan kaynaklandıgı görülmektedir. 10. lkögretim II. Kademe ögrencilerinin sosyal korkuları yasama düzeylerinden babalarından ve annelerinden kaynaklanan korkuları ile sınıf düzeyleri arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; babalarından korkanlarda 7. Sınıflardan, annelerinden korkanlarda 6. sınıflardan kaynaklandıgı görülmektedir. 11. lkögretim II. Kademe ögrencilerinin hayvan korkularını yasama düzeyleri ile ailenin sosyo ekonomik durumu arasında anlamlı bir fark bulunmamıstır. 12. lkögretim II. Kademe ögrencilerinin kendinden kaynaklanan korkuları yasama düzeylerinden simsekten, dayak yemekten, elektrik çarpmasından ve arabalardan kaynaklanan korkuları ile ailenin sosyo ekonomik durumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; simsekten, dayak yemekten, elektrik çarpmasından korkanlarda düsük, arabalardan korkanlarda orta düzey ekonomik sahip ögrencilerden kaynaklandıgı görülmektedir. 13. lkögretim II. Kademe ögrencilerinin gelecekten kaynaklanan korkuları yasama düzeylerinden bir yakınını kaybetmek ve sınavlarda kötü not almaktan kaynaklanan korkuları ile ailenin sosyo ekonomik durumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın düsük ekonomik düzeye sahip ögrencilerden kaynaklandıgı görülmektedir. 14. lkögretim II. Kademe ögrencilerinin sosyal korkuları yasama düzeylerinden babalarından, yıkanmaktan, kalabalık içerisinde bulunmaktan ve aynalardan kaynaklanan korkuları ile ailenin sosyo ekonomik durumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; babalarından korkanlarda düsük, yıkanmaktan, kalabalık içerisinde bulunmaktan ve aynalardan korkanlarda yüksek ekonomik düzeye sahip ögrencilerden kaynaklandıgı görülmektedir. 15. lkögretim II. Kademe ögrencilerinin hayvan korkularını yasama düzeylerinden vahsi hayvanlar ve örümceklerden kaynaklanan korkuları ile algılanan anne baba tutumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; vahsi hayvanlardan korkanlarda ilgili, örümceklerden korkanlarda otoriter anne baba tutumundan kaynaklandıgı görülmektedir. 16. lkögretim II. Kademe ögrencilerinin kendinden kaynaklanan korkuları yasama düzeylerinden yüksek yerlerden, yangından, yanlıs anlasılmaktan, arabalardan, kirlilikten ve güçsüz olmaktan kaynaklanan korkuları ile algılanan anne baba tutumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; yüksek yerlerden korkanlarda baskıcı, yangından korkanlarda cezalandırıcı, arabalardan korkanlarda ilgisiz otoriter, yanlıs anlasılmaktan, kirlilikten ve güçsüz olmaktan korkanlarda otoriter anne baba tutumundan kaynaklandıgı görülmektedir. 17. lkögretim II. Kademe ögrencilerinin gelecekten kaynaklanan korkuları yasama düzeylerinden basına bir kaza gelmesinden, bir yakınını kaybetmekten, sınavlarda kötü not almaktan, hapse girmekten, bir meslek sahibi olamamaktan ve baskalarına muhtaç olmaktan kaynaklanan korkuları ile algılanan anne baba tutumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; hapse girmekten korkanlarda ilgili, basına bir kaza gelmesinden, bir yakınını kaybetmekten, sınavlarda kötü not almaktan, bir meslek sahibi olamamaktan ve baskalarına muhtaç olmaktan korkanlarda otoriter anne baba tutumundan kaynaklandıgı görülmektedir. 18. lkögretim II. Kademe ögrencilerinin sosyal korkuları yasama düzeylerinden babalarından, okula gönderilmemekten, yıkanmaktan, caddede karsıdan karsıya geçerken, annelerinden, aynalardan ve toplum önünde konusmaktan kaynaklanan korkuları ile algılanan anne baba tutumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; yıkanmaktan korkanlarda ilgisiz otoriter, caddede karsıdan karsıya geçerken ve aynalardan korkanlarda cezalandırıcı, babalarından, okula gönderilmemekten, annelerinden korkanlarda otoriter anne baba tutumundan kaynaklandıgı görülmektedir. 19. lkögretim II. Kademe ögrencilerinin hayvan korkularını yasama düzeylerinden vahsi hayvanlar ve örümceklerden kaynaklanan korkuları ile okul basarısı arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın; vahsi hayvanlarda durumu iyi, örümceklerden korkanlarda durumu zayıf ögrencilerden kaynaklandıgı görülmektedir. 20. lkögretim II. Kademe ögrencilerinin kendinden kaynaklanan korkuları yasama düzeylerinden karanlıktan, dayak yemekten, yanlıs anlasılmaktan, arabalardan ve kirlilikten kaynaklanan korkuları ile okul basarısı arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın durumu zayıf ögrencilerden kaynaklandıgı görülmektedir. 21. lkögretim II. Kademe ögrencilerinin gelecekten kaynaklanan korkuları yasama düzeylerinden sınavlarda kötü not almaktan kaynaklanan korkuları ile okul basarısı arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın durumu zayıf ögrencilerden kaynaklandıgı görülmektedir. 22. lkögretim II. Kademe ögrencilerinin sosyal korkuları yasama düzeylerinden insanlardan, okula gönderilmemekten, yıkanmaktan, caddede karsıdan karsıya geçerken, aynalardan ve toplum önünde konusmaktan kaynaklanan korkuları ile okul basarısı arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın durumu zayıf ögrencilerden kaynaklandıgı görülmektedir. 23. lkögretim II. Kademe ögrencilerinin hayvan korkularını yasama düzeyleri ile anne baba durumu arasında anlamlı bir fark bulunmamıstır. 24. lkögretim II. Kademe ögrencilerinin kendinden kaynaklanan korkuları yasama düzeylerinden yanlıs anlasılmaktan kaynaklanan korkuları ile anne baba durumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın anne babası birlikte olan ögrencilerden kaynaklandıgı görülmektedir. 25. lkögretim II. Kademe ögrencilerinin gelecekten kaynaklanan korkuları yasama düzeylerinden baskalarına muhtaç olmaktan kaynaklanan korkular ile anne baba durumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın anne babası birlikte olan ögrencilerden kaynaklandıgı görülmektedir. 26. lkögretim II. Kademe ögrencilerinin sosyal korkuları yasama düzeylerinden insanlardan, yıkanmaktan ve caddede karsıdan karsıya geçerken yasadıkları korkuları ile anne baba durumu arasında p<0.05 düzeyinde anlamlı bir fark vardır. Farkın anne babası bosanmıs olan ögrencilerden kaynaklandıgı görülmektedir. Anahtar Kelimeler: Korku, Fobi, Kaygı, Anksiyete, lkögretim, lkögretim çagı çocuk
In this research it is aimed to determine the phobia of second level primary school students and to find out the effects of the phobia on the academic achievement of those students. It is important in the research to lead the teachers who are in a close communication with children to have an idea on what they are to pay attention in their behaviours to the students. The research is carried out by the school-survey method. The population of the research is consisting of second level primary school students (6th, 7th, 8th) of National Education Ministry. Sampling distribution of the population is formed with portional group exemplification method with a total number of 1140 second level primary school students from Adana, Denizli, Malatya, Nigde, Trabzon, Kırklareli, and Sanlıurfa cities. The data has been collected with two scales; ?Personal Information Form? and ?Phobia Areas and Phobia Level Determination Scale?. The relation between the dependent and independent variables has been analyzed by SPSS for Windows 10.00 packet program. Cross tabs are used to see the percentage values of column side sums over the variable tables on the same table. Besides Chi-square test is used to test whether there is a relation between answers to the questions and personality of the answerers. The results (findings) of the study are listed below: 1. When the phobia areas and phobia level of the students are analyzed, it is seen that there are four categories which are animal-based, self-based, future-based and social phobias. 2. There is a meaningful relation between (p<0.05) students? level of phobia on the four categories and the mean of their scores. 3. There is a meaningful relation (p<0.05) between students? level of animalbased phobia and their sex. The relation is due to female students. 4. There isn?t a meaningful relation between students? level of self-based phobia and their sex. But there is a meaningful relation (p<0.05) between the other phobias and sex. And it is seen that the relation is due to the females. 5. There is a meaningful relation (p<0.05) between students? level of futurebased phobia and their sex. The relation is due to female students. 6. There isn?t a meaningful relation between students? level of social phobia (bathing and looking at mirrors) and their sex. But there is a meaningful relation (p<0.05) between the other phobias and sex. And it is seen that the relation is due to the females. 7. There isn?t a meaningful relation between students? level of animal-based phobia and their grades. 8. There is a meaningful relation (p<0.05) between students? level of self-based phobia (electric shock) and their grades. The relation is due to 7th grade students. 9. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (having an accident, to be punished, to be sentenced, failing in the exams, unable to find a job) and their grades. The relation is due to 6th grade students who are anxious about having an accident; 7th grade students who are anxious about being punished or sentenced; 8th grade students who are anxious about being unable to find a job. 10. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (having an accident, to be punished, to be sentenced, failing in the exams, unable to find a job) and their grades. The relation is due to 6th grade students who are anxious about having an accident; 7th grade students who are anxious about being punished or sentenced; 8th grade students who are anxious about being unable to find a job. 11. There isn?t a meaningful relation between students? level of animal-based phobia and their socio-economical conditions. 12. There is a meaningful relation (p<0.05) between students? level of self-based phobia (lightning, to get a beating, electric shock, phobias about cars) and their family?s socio-economical conditions. The relation is due to students who are at a low socioeconomical condition having phobias of lightning, to get a beating, electric shock; and students who are at a medium socio-economical condition having phobias of cars. 13. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (to lose a relative, failing in the exams) and their family?s socioeconomical conditions. The relation is due to students who are at a low socioeconomical condition. 14. There is a meaningful relation (p<0.05) between students? level of social phobia (their fathers, bathing, being in crowd, mirrors) and their family?s socioeconomical conditions. The relation is due to students who are at a low socioeconomical condition having phobias of their fathers; and students who are at a high socio-economical condition having phobias of mirrors and being in crowd. 15. There is a meaningful relation (p<0.05) between students? level of animalbased phobia (wild animals, spiders) and their parents? attitudes. The relation is due to students whose parents are concerned and having phobias of wild animals; and students whose parents are authoritarian and having phobias of spiders. 16. There is a meaningful relation (p<0.05) between students? level of self-based phobia (high places, fire, to be misunderstood, cars, pollution, to be weak) and their parents? attitudes. The relation is due to students whose parents are forcing, and having phobias of high places; and students whose parents are concerned-authoritarian, and having phobias of cars. The relation is due to students whose parents are punishing, and having phobias of fire. 17. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (having an accident, to lose a relative, failing in the exams, to be sentenced, unable to find a job, to be in need of others) and their parents? attitudes. The relation is due to students, whose parents are concerned, and having phobias of being sentenced; and students whose parents are authoritarian, and having phobias of having an accident, to lose a relative, failing in the exams, unable to find a job, to be in need of others. 18. There is a meaningful relation (p<0.05) between students? level of social phobia (their fathers, bathing, passing across the road, their mothers, mirrors, to talk in front of others) and their parents? attitudes. The relation is due to students whose parents are unconcerned-authoritarian, and having phobias of bathing; and students whose parents are punishing, and having phobias of passing across a street, mirrors. The relation is due to students whose parents are authoritarian, and having phobias of their fathers, not being send to a school, their mothers. 19. There is a meaningful relation (p<0.05) between students? level of animalbased phobia (wild animals, spiders) and their academic achievement. The relation is due to students who are good at school, and having phobias of wild animals; and students who are bad, and having phobias of spiders. 20. There is a meaningful relation (p<0.05) between students? level of self-based phobia (darkness, to get a beating, to be misunderstood, cars, pollution) and their academic achievement. The relation is due to students who are not successful. 21. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (failing in the exams) and their academic achievement. The relation is due to students who are not successful. 22. There is a meaningful relation (p<0.05) between students? level of social phobia (not being send to a school, bathing, passing across the road, people, mirrors, to talk in front of others) and their academic achievement. The relation is due to students who are not successful. 23. There isn?t a meaningful relation between students? level of animal-based phobia and their parents? attitudes. 24. There is a meaningful relation (p<0.05) between students? level of self-based phobia (to be misunderstood) and their parents? marital status. The relation is due to students whose parents live together 25. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (to be in need of others) and their parents? marital status. The relation is due to students whose parents live together. 26. There is a meaningful relation (p<0.05) between students? level of social phobia (bathing, passing across the road, people) and their parents? marital status. The relation is due to students whose parents are divorced Key Words: Fear, Phobia, Anxiety, Primary School, Child of a Primary School
In this research it is aimed to determine the phobia of second level primary school students and to find out the effects of the phobia on the academic achievement of those students. It is important in the research to lead the teachers who are in a close communication with children to have an idea on what they are to pay attention in their behaviours to the students. The research is carried out by the school-survey method. The population of the research is consisting of second level primary school students (6th, 7th, 8th) of National Education Ministry. Sampling distribution of the population is formed with portional group exemplification method with a total number of 1140 second level primary school students from Adana, Denizli, Malatya, Nigde, Trabzon, Kırklareli, and Sanlıurfa cities. The data has been collected with two scales; ?Personal Information Form? and ?Phobia Areas and Phobia Level Determination Scale?. The relation between the dependent and independent variables has been analyzed by SPSS for Windows 10.00 packet program. Cross tabs are used to see the percentage values of column side sums over the variable tables on the same table. Besides Chi-square test is used to test whether there is a relation between answers to the questions and personality of the answerers. The results (findings) of the study are listed below: 1. When the phobia areas and phobia level of the students are analyzed, it is seen that there are four categories which are animal-based, self-based, future-based and social phobias. 2. There is a meaningful relation between (p<0.05) students? level of phobia on the four categories and the mean of their scores. 3. There is a meaningful relation (p<0.05) between students? level of animalbased phobia and their sex. The relation is due to female students. 4. There isn?t a meaningful relation between students? level of self-based phobia and their sex. But there is a meaningful relation (p<0.05) between the other phobias and sex. And it is seen that the relation is due to the females. 5. There is a meaningful relation (p<0.05) between students? level of futurebased phobia and their sex. The relation is due to female students. 6. There isn?t a meaningful relation between students? level of social phobia (bathing and looking at mirrors) and their sex. But there is a meaningful relation (p<0.05) between the other phobias and sex. And it is seen that the relation is due to the females. 7. There isn?t a meaningful relation between students? level of animal-based phobia and their grades. 8. There is a meaningful relation (p<0.05) between students? level of self-based phobia (electric shock) and their grades. The relation is due to 7th grade students. 9. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (having an accident, to be punished, to be sentenced, failing in the exams, unable to find a job) and their grades. The relation is due to 6th grade students who are anxious about having an accident; 7th grade students who are anxious about being punished or sentenced; 8th grade students who are anxious about being unable to find a job. 10. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (having an accident, to be punished, to be sentenced, failing in the exams, unable to find a job) and their grades. The relation is due to 6th grade students who are anxious about having an accident; 7th grade students who are anxious about being punished or sentenced; 8th grade students who are anxious about being unable to find a job. 11. There isn?t a meaningful relation between students? level of animal-based phobia and their socio-economical conditions. 12. There is a meaningful relation (p<0.05) between students? level of self-based phobia (lightning, to get a beating, electric shock, phobias about cars) and their family?s socio-economical conditions. The relation is due to students who are at a low socioeconomical condition having phobias of lightning, to get a beating, electric shock; and students who are at a medium socio-economical condition having phobias of cars. 13. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (to lose a relative, failing in the exams) and their family?s socioeconomical conditions. The relation is due to students who are at a low socioeconomical condition. 14. There is a meaningful relation (p<0.05) between students? level of social phobia (their fathers, bathing, being in crowd, mirrors) and their family?s socioeconomical conditions. The relation is due to students who are at a low socioeconomical condition having phobias of their fathers; and students who are at a high socio-economical condition having phobias of mirrors and being in crowd. 15. There is a meaningful relation (p<0.05) between students? level of animalbased phobia (wild animals, spiders) and their parents? attitudes. The relation is due to students whose parents are concerned and having phobias of wild animals; and students whose parents are authoritarian and having phobias of spiders. 16. There is a meaningful relation (p<0.05) between students? level of self-based phobia (high places, fire, to be misunderstood, cars, pollution, to be weak) and their parents? attitudes. The relation is due to students whose parents are forcing, and having phobias of high places; and students whose parents are concerned-authoritarian, and having phobias of cars. The relation is due to students whose parents are punishing, and having phobias of fire. 17. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (having an accident, to lose a relative, failing in the exams, to be sentenced, unable to find a job, to be in need of others) and their parents? attitudes. The relation is due to students, whose parents are concerned, and having phobias of being sentenced; and students whose parents are authoritarian, and having phobias of having an accident, to lose a relative, failing in the exams, unable to find a job, to be in need of others. 18. There is a meaningful relation (p<0.05) between students? level of social phobia (their fathers, bathing, passing across the road, their mothers, mirrors, to talk in front of others) and their parents? attitudes. The relation is due to students whose parents are unconcerned-authoritarian, and having phobias of bathing; and students whose parents are punishing, and having phobias of passing across a street, mirrors. The relation is due to students whose parents are authoritarian, and having phobias of their fathers, not being send to a school, their mothers. 19. There is a meaningful relation (p<0.05) between students? level of animalbased phobia (wild animals, spiders) and their academic achievement. The relation is due to students who are good at school, and having phobias of wild animals; and students who are bad, and having phobias of spiders. 20. There is a meaningful relation (p<0.05) between students? level of self-based phobia (darkness, to get a beating, to be misunderstood, cars, pollution) and their academic achievement. The relation is due to students who are not successful. 21. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (failing in the exams) and their academic achievement. The relation is due to students who are not successful. 22. There is a meaningful relation (p<0.05) between students? level of social phobia (not being send to a school, bathing, passing across the road, people, mirrors, to talk in front of others) and their academic achievement. The relation is due to students who are not successful. 23. There isn?t a meaningful relation between students? level of animal-based phobia and their parents? attitudes. 24. There is a meaningful relation (p<0.05) between students? level of self-based phobia (to be misunderstood) and their parents? marital status. The relation is due to students whose parents live together 25. There is a meaningful relation (p<0.05) between students? level of futurebased phobia (to be in need of others) and their parents? marital status. The relation is due to students whose parents live together. 26. There is a meaningful relation (p<0.05) between students? level of social phobia (bathing, passing across the road, people) and their parents? marital status. The relation is due to students whose parents are divorced Key Words: Fear, Phobia, Anxiety, Primary School, Child of a Primary School
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
