Eğitim fakültesi öğrencilerinin uzaktan eğitime yönelik tutumları ile duygu düzenleme becerilerinin mesleki kaygı ve mesleki tutum ile ilişkisi

Abstract

Bu araştırmanın amacı, eğitim fakültesi öğrencilerinin uzaktan eğitime yönelik tutumları ile duygu düzenleme becerilerinin mesleki kaygı ve mesleki tutumla ilişkisinin incelenmesidir. Araştırmanın örneklemini Türkiye’deki 13 farklı eğitim fakültesinde, 11 farklı bölümde öğrenim görmekte olan 212’ si (%70,2) kadın ve 90’ı (%29,8) erkek olmak üzere toplam 302 eğitim fakültesi öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak “Uzaktan Eğitime Yönelik Tutum Ölçeği”, “Öğretmenlik Mesleğine Yönelik Tutum Ölçeği”, “Öğretmen Adaylarına Yönelik Mesleki Kaygı Ölçeği”, “Duygu Düzenleme Ölçeği ve araştırmacı tarafından hazırlanan kişisel bilgi formu kullanılmıştır. Araştımada betimsel nitelikli ilişkisel tarama yöntemi kullanılmıştır. Veriler normal dağılım gösterdiği için veri analizinde parametrik test istatistiklerinden yararlanılmıştır. Bağımsız örneklemler için t testi, korelasyon ve varyans analizi yapılmıştır. Araştırma sonucunda, uzaktan eğitime yönelik tutum ile öğretmenlik mesleğine yönelik tutum puanları arasında (r=.-,182; p

The aim of this research is to examine the relationship between education faculty students' attitudes towards distance education and their emotion regulation skills with professional anxiety and professional attitude. The research group is the students who are still studying at the education faculty. "Attitude scale towards distance education", "Attitude scale towards the teaching profession", "Occupational anxiety scale for teacher candidates", "Emotion regulation scale” and a personal information form prepared by the researcher were applied to participants of the research. T test, variance analysis and correlation analysis were used in analyzing the data. At the end of the research, it was found that there is a significant correlation with low level of negative direction between the scores of the attitude towards distance education and the attitude towards the teaching profession (r = -,182; p <.01) and between the scores of anxieties towards teaching (r = -,141; p <.01). In addition, a significant correlation with low level of negative direction was found between the scores of the emotion regulation and anxiety towards teaching (r = -,183; p <.01). When we examined the other results, it has been concluded that the attitude towards distance education did not differ significantly according to gender. A significant difference was found between the scores of emotion regulation skills, attitude towards teaching profession and professional anxiety with gender. A significant difference was found between faculty of education students' emotion regulation skills according to age and their professional anxiety. When the type of high school graduated from was examined, it was seen that only professional anxiety scores showed a meaningful difference. Education faculty students' attitudes towards distance education, emotion regulation skills, attitudes towards teaching profession and occupational anxiety levels with their undergraduate department have showed a significant difference. Apart from this, a meaningful difference was found between the scores of the satisfaction with distance education and the professional anxiety, between the scores of the attitude towards the teaching profession and the desire to continue distance education and the awareness of their feelings according to the degree of participation. When the attitudes towards distance education are examined, they show a significant difference according to their level of emotional control.