Rehberlik ve psikolojik danışmanlık öğrencilerinin biliş üstü becerilerinin çeşitli değişkenler bakımından karşılaştırılması ve empati eğilimleri ile olan ilişkisinin incelenmesi

Bu arastirmanin genel amacini; rehberlik ve psikolojik danismanlik ogrencilerinin bilis ustu beceri duzeylerinin empatik beceri duzeyi, akademikbasari, sinif duzeyi ve anne-baba egitim duzeyi ile olan iliskisininarastirilmasi olusturmaktadir. Betimsel tarama modelinde iliskisel tarama yontemiyle yapilancalismanin arastirma grubunu, Istanbul ilindeki 1. siniftan 4. sinifa kadar ogrencisi bulunan 543 devlet ve vakif universitelerinin ogrencileri olusturmaktadir. Arastirma verileri 2010-2011 akademik yili bahar yariyilinda toplanmistir. Arastirmada ogrencilerin bilis ustu becerilerini belirlemek icin Ozcan(2007) tarafindan uyarlamasi yapilan “Yetiskinler Icin Bilisustu Beceri Testi”; empatik egilim duzeylerini belirlemek icin Dokmen (1988) tarafindan gelistirilen “Empatik Egilim Olcegi B Formu” kullanilmistir.Arastirmada bilis ustu beceriler bakimindan kadin ve erkekler arasinda fark olup olmadigini belirlemek icin bagimsiz gruplar icin t-testi, ogrencilerin sinif duzeyi bakimindan fark olup olmadigini belirlemek icin iseTek Yonlu Varyans Analizi (ANOVA), ogrencilerin anne baba duzeyi arasinda fark olup olmadigini belirlemek icin Kruskal Wallis Testi kullanilmistir. Ogrencilerin bilis ustu puanlari ile basari puanlari ve Empatik Tepki becerisi arasinda iliski olup olmadigini belirlemek icin Pearson Korelasyon testi, bulunan iliskinin bilis ustu becerilerini yordama duzeyini belirlemek amaciyla Basit Dogrusal Regresyon Analizi kullanilmistir. Mann Whitney testi sonucunda Rehberlik ve Psikolojik Danisma ogrencilerinin 272’sinin dusuk duzeyde, 266’sinin orta duzeyde ve 5’inin yuksek duzeyde bilis ustu becerisini sahip oldugu saptanmistir.Bilis ustu puan duzeylerine gore dusuk duzeyde bulunma orani sinif duzeyi artikca azaldigi, orta ve yuksek duzeyde bulunma orani sinif duzeyi arttikca arttigi saptanmistir. Rehberlik Ve Psikolojik Danisma Ogrencilerinin Bilis ustu Becerilerinin Anne Egitim Duzeyine bilis ustu becerilerinde anlamli bir farkin olmadigi saptanmistir. Rehberlik Ve Psikolojik Danisma Ogrencilerinin Bilis ustu Becerilerinin Baba Egitim Duzeyine bilis ustu becerilerinde anlamli bir farkin olmadigi saptanmistir. Rehberlik Ve Psikolojik Danisma Ogrencilerinin Bilis ustu Becerileri ile Akademik Basarilari arasinda dusuk duzeyde anlamli ve pozitif bir iliskinin oldugu saptanmistir. Akademik Basarinin bilis ustu puanlarindaki toplam varyansin %,025’ini acikladigi belirlenmistir. Rehberlik Ve Psikolojik Danisma Ogrencilerinin Bilis ustu Becerileri ile Empatik Beceri puanlari arasinda orta duzeyde anlamli ve pozitif bir iliskinin oldugu saptanmistir. Ogrencilerin Empatik Beceri puanlarindaki toplam varyansin %17’sini acikladigi saptanmistir. Arastirmadan elde edilen bulgular dogrultusunda, bilis ustu becerilerin cogunlukla dusuk ve orta duzeyde oldugu ve bilis ustu ile empatik beceri arasinda iliski bulundugu saptanmistir. Buradan hareketle empatik tepki verme ve diger psikolojik danismanlik yeterliklerini arttirmak amaciyla Rehberlik ve Psikolojik Danismanlik programlarindaki uygulamali derslerde bilis ustu becerilere iliskin kazanimlar ders hedefleri olarak tanimlanmali, derslerde ogrencilere bilis ustusel farkindaliga iliskin bilgiler verilmeli, ayrica bilis ustu egitim programlari uygulanmalidir.AbstractThe main aim of this study is to compare metacognition levels of psychological counseling and guidance students with different variables and investigate their empathy tendencies. Participants of the study, whose comparison was conducted with relational scanning model, are 543 university students attending 1st, 2nd, 3rd and 4th grade at five universities from Istanbul. Data were collected in the second semester of 2010-2011 academic year. In the research, “Metacognitive Strategies for Adults Test” developed by Scraw and Dennison (1994) and adapted into Turkish by Ozcan (2007) was used to determine the students’ metacognition levels; “Empathic Skill Scale” developed by Dokmen (1998) was used to determine the empathic skill levels. To analyze gender differences in scores, Independent t-test, to analyze the differences between the grades, one-way ANOVA, to analyze the differences between Guidance and Psychological Counseling students’ metacognitive scores and their parents’ educational level, Kruskal Wallis test, To analyze the relationship between Guidance and Psychological Counseling students’ metacognitive scores and their academic success and empathy, Pearson Correlation were used.The findings show that out of 543 Guidance and Psychological Counseling students 272 of them had low-metacognitive level, 266 of them had medium-metacognitive level, and 5 of them had high-metacogntive level. It is found out that being in a low-metacognitive level decreases as the grade level increases; being in a medium-and-high metacognitive level increases as the grade level increases. It was found out that there wasn’t a statistically significant difference between Guidance and Psychological Counseling students’ metacognitive scores and their parents’ educational level. Guidance and Psychological Counseling students’ metacognitive scores and their academic success have a statistically significant correlation at a low level. Academic success explains, 025% of the variation in metacognitive scores. Guidance and Psychological Counseling students’ metacognitive scores and their empathy levels have a statistically significant correlation at a moderate level. Empathy levels explain 17% of the variation in metacognitive scores. In line with the findings of the study, it can be argued that metacognitive levels of the participants of the present study are of low and medium, also there is a relationship between metacognition and empathy. It is suggested that attainments in relation to metacognitve skills should be incorporated into departmental curriculum as course objectives in order to improve metacognitive and empathy skills of Guidance and Psychological Counseling students. Also, awareness in metacognition should be taken into consideration in the program of Guidance and Psychological Counseling along with applying metacognitive training program.