Academic Responsibility of University Students According to Gender: The Role of Self-Esteem and Life Satisfaction
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Abstract
Bu çalışmanın amacı, cinsiyete göre, benlik saygısı ve yaşam doyumunun üniversite öğrencilerinin akademik sorumluluk davranışlarını ne derecede yordadığını incelemektir. Bu amaç çerçevesinde şu sorulara yanıt aranmaktadır: 1. Üniversitede öğrenim görmekte olan öğrencilerin akademik sorumluluk düzeylerini; benlik saygıları ve yaşam doyumları yordamakta mıdır? 2. Üniversitede öğrenim görmekte olan öğrencilerin benlik saygısı ve yaşam doyumu değişkenlerinin bu öğrencilerin akademik sorumluluk davranışlarını yordama gücü nedir?.3. Üniversitede öğrenim görmekte olan kadın/erkek öğrencilerin akademik sorumluluk düzeylerini; benlik saygısı ve yaşam doyumu değişkenleri yordamakta mıdır? 4. Üniversitede öğrenim görmekte olan kadın/erkek öğrencilerin benlik saygısı ve yaşam doyumu değişkenlerinin bu öğrencilerin akademik sorumluluk davranışlarını yordama gücü nedir?.Araştırmanın örneklemi, Mersin Üniversitesi’nde 2016-2017 eğitim-öğretim döneminde öğrenim görmekte olan 407 (247’i kadın ve 160’ı erkek) lisans öğrencisinden oluşmaktadır. Bu çalışmada “Kişisel Bilgi Formu”, Akbay, Çapri ve Gündüz (2013) tarafından geliştirilen “Akademik Sorumluluk Ölçeği”, Rosenberg (1965) tarafından geliştirilen ve Türkçe’ye uyarlaması Çuhadaroğlu (1986) tarafından yapılan “Rosenberg Benlik Saygısı Ölçeği (Kısa Form)” ile Diener, Emmons, Larsen ve Griffin (1985) tarafından geliştirilen ve Türkçe’ye uyarlaması Köker (1991) tarafından yapılan “Yaşam Doyumu Ölçeği olmak üzere üç ölçme aracı kullanılmıştır. Verilerin analizinde çoklu ve aşamalı regresyon analizi yöntemleri kullanılmıştır. Tüm veriler 0.05 anlamlılık düzeyinde test edilmiştir. Toplam örneklem ve kadın/erkek örneklem grubu için yapılan regresyon analizi sonuçlarına göre, benlik saygısı ve yaşam doyumu üniversite öğrencilerinin akademik sorumluluk davranışlarını anlamlı düzeyde yordadığı görülmektedir. Elde edilen bulgular tartışılarak, gelecek çalışmalara yönelik bir takım önerilerde bulunulmuştur.
Keywords
Abstract
The purpose of this study is to examine the degree at which self-esteem and life satisfaction predict the academic responsibility behavior of university students, with regards to gender. For this purpose, answers to the following questions are sought: 1. Do the self-esteem and life satisfaction of students studying at the university predict their academic responsibility levels? 2. What is the power of the self-esteem and life satisfaction variables of students studying at the university to predict their academic responsibility behavior? 3. Do the self-esteem and life satisfaction of female/male students studying at the university predict their academic responsibility levels? 4. What is the power of the self-esteem and life satisfaction variables of female/male students studying at the university to predict their academic responsibility behavior? The sample of the study consists of 407 (247 female and 160 male) undergraduate students studying at Mersin University in the 2016-2017 academic year. In this study, “Personal Information Form”, and three measuring tools, namely, “Academic Responsibility Scale” developed by Akbay, Çapri and Gündüz (2013), “Rosenberg Self-Esteem Scale (Short Form)" developed by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1986), and "Life Satisfaction Scale” developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Köker (1991), were used. Multiple and stepwise regression analysis methods were used in the analysis of the data. All data were tested at a 0.05 significance level. According to the results of the regression analysis for the total sample and the female/male sample group, self-esteem and life satisfaction significantly predicted the academic responsibility behavior of university students. The findings obtained were discussed and some suggestions were made for future studies.
Keywords
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