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The Effect of Hope and Grit Based Intervention Program on Adolescents' Self-Efficacy

Yıl 2022, Cilt: 24 Sayı: 3, 390 - 399, 01.12.2022
https://doi.org/10.17556/erziefd.1003054

Öz

The aim of this study is to examine the effect of the hope and grit based intervention program on the self-efficacy of adolescents. Experimental design with 2x2 pre-post test control group was used as a method in the research, and the study group consisted of 18 students studying at a secondary school in XXX province in the 2019-2020 academic year. Participants were randomly assigned to the experimental (n=9) and control groups (n=9). The General Self-Efficacy Scale was applied to the participants in the pre-test and post-test. A seven-session hope and grit based intervention program was applied to the experimental group, two days a week. Sessions were held in durations varying between 40-50 minutes. In the analysis of the data, t-test for independent groups and two-way ANOVA for repeated measures were used. Research findings show that the post test self-efficacy mean scores of the adolescents participating in the program are significantly higher than both the experimental group pretest scores and the post test scores of the adolescents in the control group. As a result, it shows that the intervention program based on hope and grit is effective in increasing the self-efficacy of adolescents.

Kaynakça

  • Ağaoğlu, C. (2012). Cinsiyetleri farklı üniversite ikinci sınıf öğrencilerinin iyilik hali boyutlarına göre öz yeterlik ve sürekli öfkelerinin incelenmesi (Tez no. 327414). [Yayımlanmış yüksek lisans tezi, Mersin Üniversitesi]. Ulusal Tez Merkezi.
  • Alhadabi, A., ve Karpinski, A. C. (2020) Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 25(1), 519-535, https://doi.org/10.1080/02673843.2019.1679202
  • Aliyev, R. (2019). Azim. Tekinalp, E. B. ve Işık, Ş. (Editörler). Eğitimde pozitif psikoloji uygulamaları (ss. 221-251). Pegem Akademi.
  • Atik, G., ve Kemer, G. (2009). Çocuklarda umut ölçeği’nin psikometrik özellikleri: Geçerlik ve güvenirlik çalışması. Elementary Education Online, 8(2), 379-390.
  • Aypay, A. (2010). Genel öz yeterlik ölçeğinin (GÖYÖ) Türkçe’ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 113-131.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, Prentice-Hall.
  • Bandura, A. (1994). Self-Efficacy. V.S. Ramachandran (Ed.), Encyclopedia of human behavior (4, 71-81). San Diego: Academic Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. In A. Singhal, M. J. Cody, E. M. Rogers, ve M. Sabido (Eds.), LEA's communication series. Entertainment-Education and Social Change: History, research, and practice (p. 75–96). Lawrence Erlbaum Associates Publishers.
  • Bandura, A. (2010). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bingöl, Y. T. (2015). Çözüm odaklı kısa süreli yaklaşıma dayalı grup rehberliği programının öz - yeterlik inancına etkisi (Tez no. 414482).[Doktora Tezi, Sakarya Üniversitesi]. Ulusal Tez Merkezi.
  • Büyüköztürk, Ş. (2001). Deneysel Desenler. Pegem Yayıncılık.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Devisakti A., ve Ramayah T. (2021) Grit and self-efficacy in using e-learning among postgraduates in higher education institutions, The Journal of Continuing Higher Education, https://doi.org/10.1080/07377363.2021.1924992
  • Duckworth, A. (2013). The key to success? Grit. (Video). TEDX konuşması. https://www.youtube.com/watch?v=H14bBuluwB8 .
  • Duckworth, A. L., Peterson, C., Matthews, M. D., ve Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
  • Duckworth, A. L., ve Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.
  • Edwards, L. M. (2009). Hope. S.J. Lopez (Ed.), The encyclopedia of positive psychology. (487-491). West Sussex, United Kingdom: Willey-Blackwell.
  • Esmaeili, L., Sohrabi, N., Mehryar, A., ve Khayyer, M. (2019). A causal model of motivational beliefs with the mediating role of academic hope on academic self-efficacy in high school students. Iranian Evolutionary and Educational Psychology. 1(3), 179-185. http://dx.doi.org/10.29252/ieepj.1.3.179
  • Farrington, C., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D., ve Beechum, N. O. (2012). Teaching adolescents to become learners: the role of noncognitive factors in shaping school performance. Chicago, IL: University of Chicago Consortium on Chicago School Research.
  • Feldman, D. B., ve Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216. https://doi.org/10.1016/j.lindif.2014.11.022
  • Fraenkel, J. R., Wallen, N. E., ve Hyun, H. H. (2012). How to design and evaluate research in education (Eight Edition). New York: McGraw-Hill.
  • Gafoor, K. A., ve Kottalil, N. K. (2011). Within child factors fostering academic resilience: A research review. Online Submission, 2(2), 104-117. https://files.eric.ed.gov/fulltext/ED574833.pdf
  • Gallagher, M. W. (2009). Future mindedness. In S.J. Lopez (Ed.), The encyclopedia of positive psychology. (418-420). West Sussex, United Kingdom: Willey Blackwell.
  • Gallagher, M. W., Long, L. J., ve Phillips, C. A. (2020). Hope, optimism, self‐efficacy, and posttraumatic stress disorder: A meta‐analytic review of the protective effects of positive expectancies. Journal of Clinical Psychology, 76(3), 329-355. https://doi.org/10.1002/jclp.22882
  • Gallagher, M. W., Marques, S. C., ve Lopez, S. J. (2017). Hope and the academic trajectory of college students. Journal of Happiness Studies, 18(2), 341-352. https://doi.org/10.1007/s10902-016-9727-z
  • Gilman, R., ve Huebner, S. (2003). A review of life satisfaction research with children and adolescents. School Psychology Quarterly, 18(2), 192–205. https://doi.org/10.1521/scpq.18.2.192.21858
  • Hamill, S. K. (2003). Resilience and self-efficacy: The importance of efficacy beliefs and coping mechanisms in resilient adolescents. Colgate University Journal of the Sciences, 35(1), 115-146.
  • Honicke, T., ve Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Işık, Ş. (2018). Okulda pozitif psikoloji uygulamaları: 12-18 yaş öğrencilerine yönelik grup rehberliği etkinlikleri (2. Baskı) Pegem Akademi.
  • Kandemir, M. (2014). Predictors of approach/avoidance achievement goals: personality traits, self-esteem and academic self-efficacy. International Online Journal of Educational Sciences, 6(1), 91-102. http://dx.doi.org/10.15345/iojes.2014.01.010
  • Linley, A. (2009). Positive psychology. S. Lopez (Ed.). The Encyclopedia of Positive Psychology. Chichester: Blackwell Publishing Ltd.
  • Luszczynska, A., Scholz, U., ve Schwarzer, R. (2005). The general self-efficacy scale: multicultural validation studies. The Journal of Psychology, 139(5), 439–457. https://doi.org/10.3200/JRLP.139.5.439-457
  • Lopez, S. J., Snyder, C. R., ve Pedrotti, J. T. (2003). Hope: many definitions, many measures. S. J. Lopez ve C.R. Snyder (Eds), Positive psychological assessment a handbook of models and measures (91-106). American Psychological Association.
  • Marques, S. C., Gallagher, M. W., ve Lopez, S. J. (2017). Hope- and academic-related outcomes: A meta-analysis. School Mental Health: A Multidisciplinary Research and Practice Journal, 9(3), 250–262. https://doi.org/10.1007/s12310-017-9212-9
  • Multon, K. D., Brown, S. D. ve Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. https://doi.org/10.1037/0022-0167.38.1.30
  • Muenks, K., Yang, J. S. ve Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4(2), 158–176. https://doi.org/10.1037/mot0000076
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. San Diego: Academic Press.
  • Pappano, L. (2013). Grit and the new character education. Education Digest, 78(9), 4-9.
  • Robinson, C. ve Snipes, K. (2009). Hope, optimism and self-efficacy: A system of competence and control enhancing African American college students academic well-being. Multiple Linear Regression Viewpoints, 35(2), 16-26.
  • Ruch, W., Weber, M., Park, N. ve Peterson, C. (2014). Character strengths in children and adolescents: Reliability and initial validity of the German Values in Action Inventory of Strengths for Youth (German VIA-Youth). European Journal of Psychological Assessment, 30(1), 57-64. https://doi.org/10.1027/1015-5759/a000169
  • Sarıçam, H., Çelik, İ. ve Oğuz, A. (2016). Kısa azim (Sebat) ölçeğinin türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(2), 927-935.
  • Seligman, M. E. P. ve Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25:1, 71-86, https://doi.org/10.1207/s15326985ep2501_6
  • Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/S15327965PLI1304_01
  • Snyder, C. R., Feldman, D. B., Shorey, H. S. ve Rand, K. L. (2002). Hopeful choices: A school counselor's guide to hope theory. Professional School Counseling, 5(5), 298–307.
  • Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C. ve Harney, P. (1991). The will and the ways: development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585. https://doi.org/10.1037//0022-3514.60.4.570
  • Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H. ve Stahl, K. J. (1997). The development and validation of the Children's Hope Scale. Journal of pediatric psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399
  • Snyder, C.R. ve Lopez, S.J. (2002). Handbook of Positive Psychology. Oxford University Press.
  • Staats, S. ve Stassen, M. A. (1985). Hope: An affective cognition. Social Indicators Research, 17, 235–242. https://doi.org/10.1007/BF00319312
  • Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt.
  • Tarhan, S. (2012). Umudun özyeterlik, algılanan sosyal destek ve kişilik özelliklerinden yordanması. [Doktora Tezi. Gazi Üniversitesi]. Ulusal Tez Merkezi.
  • Tekinalp, E. B. ve Işık, Ş. (Editörler). (2019). Eğitimde pozitif psikoloji uygulamaları. Pegem Akademi.
  • Usher, E. L., Li, C. R., Butz, A. R. ve Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902. https://doi.org/10.1037/edu0000324
  • Ünal, S. (2020). Egzersiz katılımcılarının özyeterlik, umut ve iyilik halinin incelenmesi. Sağlık Bilimleri Enstitüsü. [Yayımlanmamış yüksek lisans tezi, İstanbul Gelişim Üniversitesi]. Ulusal Tez Merkezi.
  • Vardarlı, G. (2005). İlköğretim ikinci kademe öğrencilerinin öz yeterlik düzeylerinin yordanması (Tez no. 162364). [Yayımlanmış yüksek lisans tezi, Ege Üniversitesi]. Ulusal Tez Merkezi.
  • Zeinalipour, H. (2021). School connectedness, academic self-efficacy, and academic performance: mediating role of hope. Psychological Reports. https://doi.org/10.1177/00332941211006926

Umut ve Azime Dayalı Müdahale Programının Ergenlerin Öz Yeterliklerine Etkisi

Yıl 2022, Cilt: 24 Sayı: 3, 390 - 399, 01.12.2022
https://doi.org/10.17556/erziefd.1003054

Öz

Bu araştırmanın amacı, umut ve azime dayalı müdahale programının ergenlerin öz yeterliklerine etkisini incelemektir. Araştırmada yöntem olarak 2x2’lik ön-son test kontrol gruplu deneysel desen kullanılmış olup, çalışma grubunu 2019-2020 öğretim yılında XXX ilindeki bir ortaokulda öğrenim gören 18 öğrenci oluşturmuştur. Katılımcılar, seçkisiz olarak deney (n=9) ve kontrol grubuna (n=9) atanmışlardır. Katılımcılara ön ve son testte Genel Öz Yeterlik Ölçeği uygulanmıştır. Deney grubuna, haftanın iki günü olmak üzere yedi oturumluk umut ve azime dayalı müdahale programı uygulanmıştır. Oturumlar, 40-50 dakika arasında değişen sürelerde gerçekleştirilmiştir. Verilerinin analizinde bağımsız gruplar için t-testi ve tekrarlanmış ölçümler için iki yönlü ANOVA kullanılmıştır. Araştırma bulguları, programa katılan ergenlerin son test öz yeterlik puan ortalamalarının hem deney grubu ön test puanlarına göre hem de kontrol grubundaki ergenlerin son test puanlarına göre anlamlı olarak daha yüksek olduğunu göstermektedir. Sonuç olarak, umut ve azime dayalı müdahale programının ergenlerin öz yeterliklerini arttırmada etkili olduğunu göstermektedir.

Kaynakça

  • Ağaoğlu, C. (2012). Cinsiyetleri farklı üniversite ikinci sınıf öğrencilerinin iyilik hali boyutlarına göre öz yeterlik ve sürekli öfkelerinin incelenmesi (Tez no. 327414). [Yayımlanmış yüksek lisans tezi, Mersin Üniversitesi]. Ulusal Tez Merkezi.
  • Alhadabi, A., ve Karpinski, A. C. (2020) Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 25(1), 519-535, https://doi.org/10.1080/02673843.2019.1679202
  • Aliyev, R. (2019). Azim. Tekinalp, E. B. ve Işık, Ş. (Editörler). Eğitimde pozitif psikoloji uygulamaları (ss. 221-251). Pegem Akademi.
  • Atik, G., ve Kemer, G. (2009). Çocuklarda umut ölçeği’nin psikometrik özellikleri: Geçerlik ve güvenirlik çalışması. Elementary Education Online, 8(2), 379-390.
  • Aypay, A. (2010). Genel öz yeterlik ölçeğinin (GÖYÖ) Türkçe’ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 113-131.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, Prentice-Hall.
  • Bandura, A. (1994). Self-Efficacy. V.S. Ramachandran (Ed.), Encyclopedia of human behavior (4, 71-81). San Diego: Academic Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. In A. Singhal, M. J. Cody, E. M. Rogers, ve M. Sabido (Eds.), LEA's communication series. Entertainment-Education and Social Change: History, research, and practice (p. 75–96). Lawrence Erlbaum Associates Publishers.
  • Bandura, A. (2010). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bingöl, Y. T. (2015). Çözüm odaklı kısa süreli yaklaşıma dayalı grup rehberliği programının öz - yeterlik inancına etkisi (Tez no. 414482).[Doktora Tezi, Sakarya Üniversitesi]. Ulusal Tez Merkezi.
  • Büyüköztürk, Ş. (2001). Deneysel Desenler. Pegem Yayıncılık.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Devisakti A., ve Ramayah T. (2021) Grit and self-efficacy in using e-learning among postgraduates in higher education institutions, The Journal of Continuing Higher Education, https://doi.org/10.1080/07377363.2021.1924992
  • Duckworth, A. (2013). The key to success? Grit. (Video). TEDX konuşması. https://www.youtube.com/watch?v=H14bBuluwB8 .
  • Duckworth, A. L., Peterson, C., Matthews, M. D., ve Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
  • Duckworth, A. L., ve Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.
  • Edwards, L. M. (2009). Hope. S.J. Lopez (Ed.), The encyclopedia of positive psychology. (487-491). West Sussex, United Kingdom: Willey-Blackwell.
  • Esmaeili, L., Sohrabi, N., Mehryar, A., ve Khayyer, M. (2019). A causal model of motivational beliefs with the mediating role of academic hope on academic self-efficacy in high school students. Iranian Evolutionary and Educational Psychology. 1(3), 179-185. http://dx.doi.org/10.29252/ieepj.1.3.179
  • Farrington, C., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D., ve Beechum, N. O. (2012). Teaching adolescents to become learners: the role of noncognitive factors in shaping school performance. Chicago, IL: University of Chicago Consortium on Chicago School Research.
  • Feldman, D. B., ve Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216. https://doi.org/10.1016/j.lindif.2014.11.022
  • Fraenkel, J. R., Wallen, N. E., ve Hyun, H. H. (2012). How to design and evaluate research in education (Eight Edition). New York: McGraw-Hill.
  • Gafoor, K. A., ve Kottalil, N. K. (2011). Within child factors fostering academic resilience: A research review. Online Submission, 2(2), 104-117. https://files.eric.ed.gov/fulltext/ED574833.pdf
  • Gallagher, M. W. (2009). Future mindedness. In S.J. Lopez (Ed.), The encyclopedia of positive psychology. (418-420). West Sussex, United Kingdom: Willey Blackwell.
  • Gallagher, M. W., Long, L. J., ve Phillips, C. A. (2020). Hope, optimism, self‐efficacy, and posttraumatic stress disorder: A meta‐analytic review of the protective effects of positive expectancies. Journal of Clinical Psychology, 76(3), 329-355. https://doi.org/10.1002/jclp.22882
  • Gallagher, M. W., Marques, S. C., ve Lopez, S. J. (2017). Hope and the academic trajectory of college students. Journal of Happiness Studies, 18(2), 341-352. https://doi.org/10.1007/s10902-016-9727-z
  • Gilman, R., ve Huebner, S. (2003). A review of life satisfaction research with children and adolescents. School Psychology Quarterly, 18(2), 192–205. https://doi.org/10.1521/scpq.18.2.192.21858
  • Hamill, S. K. (2003). Resilience and self-efficacy: The importance of efficacy beliefs and coping mechanisms in resilient adolescents. Colgate University Journal of the Sciences, 35(1), 115-146.
  • Honicke, T., ve Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Işık, Ş. (2018). Okulda pozitif psikoloji uygulamaları: 12-18 yaş öğrencilerine yönelik grup rehberliği etkinlikleri (2. Baskı) Pegem Akademi.
  • Kandemir, M. (2014). Predictors of approach/avoidance achievement goals: personality traits, self-esteem and academic self-efficacy. International Online Journal of Educational Sciences, 6(1), 91-102. http://dx.doi.org/10.15345/iojes.2014.01.010
  • Linley, A. (2009). Positive psychology. S. Lopez (Ed.). The Encyclopedia of Positive Psychology. Chichester: Blackwell Publishing Ltd.
  • Luszczynska, A., Scholz, U., ve Schwarzer, R. (2005). The general self-efficacy scale: multicultural validation studies. The Journal of Psychology, 139(5), 439–457. https://doi.org/10.3200/JRLP.139.5.439-457
  • Lopez, S. J., Snyder, C. R., ve Pedrotti, J. T. (2003). Hope: many definitions, many measures. S. J. Lopez ve C.R. Snyder (Eds), Positive psychological assessment a handbook of models and measures (91-106). American Psychological Association.
  • Marques, S. C., Gallagher, M. W., ve Lopez, S. J. (2017). Hope- and academic-related outcomes: A meta-analysis. School Mental Health: A Multidisciplinary Research and Practice Journal, 9(3), 250–262. https://doi.org/10.1007/s12310-017-9212-9
  • Multon, K. D., Brown, S. D. ve Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. https://doi.org/10.1037/0022-0167.38.1.30
  • Muenks, K., Yang, J. S. ve Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4(2), 158–176. https://doi.org/10.1037/mot0000076
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. San Diego: Academic Press.
  • Pappano, L. (2013). Grit and the new character education. Education Digest, 78(9), 4-9.
  • Robinson, C. ve Snipes, K. (2009). Hope, optimism and self-efficacy: A system of competence and control enhancing African American college students academic well-being. Multiple Linear Regression Viewpoints, 35(2), 16-26.
  • Ruch, W., Weber, M., Park, N. ve Peterson, C. (2014). Character strengths in children and adolescents: Reliability and initial validity of the German Values in Action Inventory of Strengths for Youth (German VIA-Youth). European Journal of Psychological Assessment, 30(1), 57-64. https://doi.org/10.1027/1015-5759/a000169
  • Sarıçam, H., Çelik, İ. ve Oğuz, A. (2016). Kısa azim (Sebat) ölçeğinin türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(2), 927-935.
  • Seligman, M. E. P. ve Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25:1, 71-86, https://doi.org/10.1207/s15326985ep2501_6
  • Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/S15327965PLI1304_01
  • Snyder, C. R., Feldman, D. B., Shorey, H. S. ve Rand, K. L. (2002). Hopeful choices: A school counselor's guide to hope theory. Professional School Counseling, 5(5), 298–307.
  • Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C. ve Harney, P. (1991). The will and the ways: development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585. https://doi.org/10.1037//0022-3514.60.4.570
  • Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H. ve Stahl, K. J. (1997). The development and validation of the Children's Hope Scale. Journal of pediatric psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399
  • Snyder, C.R. ve Lopez, S.J. (2002). Handbook of Positive Psychology. Oxford University Press.
  • Staats, S. ve Stassen, M. A. (1985). Hope: An affective cognition. Social Indicators Research, 17, 235–242. https://doi.org/10.1007/BF00319312
  • Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt.
  • Tarhan, S. (2012). Umudun özyeterlik, algılanan sosyal destek ve kişilik özelliklerinden yordanması. [Doktora Tezi. Gazi Üniversitesi]. Ulusal Tez Merkezi.
  • Tekinalp, E. B. ve Işık, Ş. (Editörler). (2019). Eğitimde pozitif psikoloji uygulamaları. Pegem Akademi.
  • Usher, E. L., Li, C. R., Butz, A. R. ve Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902. https://doi.org/10.1037/edu0000324
  • Ünal, S. (2020). Egzersiz katılımcılarının özyeterlik, umut ve iyilik halinin incelenmesi. Sağlık Bilimleri Enstitüsü. [Yayımlanmamış yüksek lisans tezi, İstanbul Gelişim Üniversitesi]. Ulusal Tez Merkezi.
  • Vardarlı, G. (2005). İlköğretim ikinci kademe öğrencilerinin öz yeterlik düzeylerinin yordanması (Tez no. 162364). [Yayımlanmış yüksek lisans tezi, Ege Üniversitesi]. Ulusal Tez Merkezi.
  • Zeinalipour, H. (2021). School connectedness, academic self-efficacy, and academic performance: mediating role of hope. Psychological Reports. https://doi.org/10.1177/00332941211006926
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Bu Sayıda
Yazarlar

Mehmet Şam 0000-0002-1861-6810

Ramin Aliyev 0000-0003-1983-6505

Erken Görünüm Tarihi 5 Kasım 2022
Yayımlanma Tarihi 1 Aralık 2022
Kabul Tarihi 6 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 24 Sayı: 3

Kaynak Göster

APA Şam, M., & Aliyev, R. (2022). Umut ve Azime Dayalı Müdahale Programının Ergenlerin Öz Yeterliklerine Etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(3), 390-399. https://doi.org/10.17556/erziefd.1003054