Araştırma Makalesi
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Fine arts teachers’ art self-concept in terms of gender, age, marital status, professional experience, type of the school and type of the faculty

Yıl 2018, Cilt 2, Sayı 2, 115 - 143, 25.12.2018

Öz

The present study was conducted in survey research method, which is one of the quantitative research approach. Research sample consisted of 275 fine arts teachers through convenience sampling. Data was collected through the Art Self-Concept Scale developed by Duran and Tezer (2005). Data was analyzed through Kolmogorov-Smirnov, Shapiro-Wilk, Mann Whitney U, independent t-test. As a result of the data analysis it was determined that level of fine arts teachers’ art self-concept do not vary in terms of gender, age, marital status, and professional experience variables however there is a significant difference in favor of the fine arts teachers working in science art centers, fine arts high schools in terms of type of the school, there is a significant difference in favor the fine arts teachers who graduated from fine arts faculties in terms of type of the faculty. Findings, obtained through the data analysis, were interpreted with respect to sociological and psychological aspects of the self-concept, discussed in the light of the relevant literature, suggestions were made. 

Kaynakça

  • American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders. Washington: American Psychiatric Association.
  • Bengtson, V. L., Reedy, M. N., & Gordon, C. (1985). Aging and self-conceptions: Personality processes and social contexts. In J. E. Birren & K. W. Schaie (Eds.),  Handbook of the psychology of aging (pp. 544-593). New York, NY, US: Van Nostrand Reinhold Co.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Cross, S. E., & Markus, H. R. (1990). The willful self. Personality and Social Psychology Bulletin, 16 (4), 726-742.
  • Duran, N.O., Tezer, E. (2005). Sanat Benlik-Kavramı Ölçegi'nin geçerligi ve güvenirliği üzerine bir çalısma. Türk Psikolojik Danışma ve Rehberlik Dergisi, 23 (3), 47-55.
  • Epstein, S. (1973) The self-concept revisited or a theory of a theory. American Psychologist, 28, 404-414.
  • Field, A. (2009). Discovering statistics using SPSS. London: Sage Publications.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
  • Gecas, V. (1982). The self-concept. Annual Review of Sociology, 8, 1-33.
  • Herzog, A., Franks, M. M., Markus, H. R., & Holmberg, D. (1998). Activities and well-being in older age: effects of self-concept and educational attainment. Psychology and Aging, 13(2), 179-185.
  • Kruskal, W. H., & Wallis, W. A. (1952). Use of ranks in one-criterion variance analysis. Journal of the American Statistical Association, 47(260), 583-621.
  • Lecky, P. (1945). Self-consistency: A theory of personality. New York: Island Press.
  • Lee, J. D. (1998). Which kids can" become" scientists? Effects of gender, self-concepts, and perceptions of scientists. Social Psychology Quarterly, 61 (3), 199-219.
  • Lee, J. D. (2002). More than ability: Gender and personal relationships influence science and technology involvement. Sociology of Education, 75 (4), 349-373.
  • Mann, H. B., & Whitney, D. R. (1947). On a test of whether one of two random variables is stochastically larger than the other. The Annals of Mathematical Statistics, 18 (1), 50-60.
  • Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35(2), 63-78.
  • McCrae, R. R., & Costa, P. T. (1988). Age, personality, and the spontaneous self-concept. Journal of Gerontology, 43(6), 177-185.
  • Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist. Chicago: University of Chicago Press.
  • Owens, T.J., Samblanet, S. (2013). Self and self-concept. In J. DeLamater & A. Ward (Eds.), Handbook of Social Psychology (pp. 225-249). Netherland: Springer.
  • Relich, J. (1980). Gender, self-concept and teachers of mathematics: effects on attitudes to teaching and learning. Educational Studies in Mathematics, 30, 179-195.
  • Rosenberg, M. (1979). Concevinig the self. Malabar: Krieger Publishing.
  • Ross, M. (1989). Relation of implicit theories to the construction of personal histories. Psychological Review, 96(2), 341-357.
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46 (3), 407-441.
  • Stowers, D., Drum, M.W. (1996). Does self-concept depend on body image? Gender analysis. Psychological Reports, 78, 643-646.
  • Stryker, S. (2000). Identity competition: Key to differential social ovement participation?.In S. Stryker, T.J. Owens, & R.W. White (Eds.), Self, identity and social movements (pp. 1-17). Minneapolois: University of Minnesota.
  • Vernon, P. E. (2014). Personality Assessment (Psychology Revivals): A Critical Survey. New York: Routledge.
  • Vispoel, W. P. (1995). Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model. Journal of Educational Psychology, 87 (1), 134-153.
  • Wells, L.E. (1976). Self-esteem: Its Conceptualization and measurement. (Yayımlanmamış Doktora Tezi), University of Wisconsin: Madison.

Görsel sanatlar öğretmenlerinin sanat benlik kavram düzeylerinin farklı değişkenler açısından incelenmesi

Yıl 2018, Cilt 2, Sayı 2, 115 - 143, 25.12.2018

Öz

Bu araştırmanın amacı, görsel sanatlar öğretmenlerinin sanat benlik kavram düzeyini cinsiyet, yaş, medeni durum, mesleki kıdem, görev yapılan okul türü ve mezun olunan fakülte değişkenleri açısından incelemektir. Araştırma nicel araştırma yaklaşımlarından betimsel tarama (survey) tekniği ile yürütülmüştür. Uygun örnekleme tekniği kullanılarak 275 görsel sanatlar öğretmenine ulaşılmıştır. Veriler, Duran ve Tezer (2005) tarafından geliştirilen Sanat Benlik Kavram Ölçeği kullanılarak elde edilmiştir. Veriler, Kolmogorov-Smirnov, Shapiro-Wilk, Mann- Whitney U, Kruskal-Wallis ve bağımsız gruplar t-testi ile analiz edilmiştir. Verilerin analizi sonucunda görsel sanatlar öğretmenlerinin sanat benlik kavram düzeyleri, cinsiyet, yaş, medeni durum, mesleki deneyim değişkenlerine göre farklılaşmadığı tespit edilmiştir. Buna karşılık görev yapılan okul türü değişkenine göre bilim sanat merkezleri ve güzel sanatlar liselerinde çalışan öğretmenler lehine anlamlı bir farklılık olduğu; güzel sanatlar fakültesi mezunu görsel sanatlar öğretmenlerinin sanat benlik kavram düzeyinin eğitim fakültesi mezunu görsel sanatlar öğretmenlerinin sanat benlik kavramında anlamlı olarak yüksek olduğu tespit edilmiştir. Veri analizi sonucunda ulaşılan bulgular, benlik kavramının sosyolojik ve psikolojik boyutları açısından yorumlanmış; ilgili literatür ışığında tartışılmış ve önerilerde bulunulmuştur. 

Kaynakça

  • American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders. Washington: American Psychiatric Association.
  • Bengtson, V. L., Reedy, M. N., & Gordon, C. (1985). Aging and self-conceptions: Personality processes and social contexts. In J. E. Birren & K. W. Schaie (Eds.),  Handbook of the psychology of aging (pp. 544-593). New York, NY, US: Van Nostrand Reinhold Co.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Cross, S. E., & Markus, H. R. (1990). The willful self. Personality and Social Psychology Bulletin, 16 (4), 726-742.
  • Duran, N.O., Tezer, E. (2005). Sanat Benlik-Kavramı Ölçegi'nin geçerligi ve güvenirliği üzerine bir çalısma. Türk Psikolojik Danışma ve Rehberlik Dergisi, 23 (3), 47-55.
  • Epstein, S. (1973) The self-concept revisited or a theory of a theory. American Psychologist, 28, 404-414.
  • Field, A. (2009). Discovering statistics using SPSS. London: Sage Publications.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
  • Gecas, V. (1982). The self-concept. Annual Review of Sociology, 8, 1-33.
  • Herzog, A., Franks, M. M., Markus, H. R., & Holmberg, D. (1998). Activities and well-being in older age: effects of self-concept and educational attainment. Psychology and Aging, 13(2), 179-185.
  • Kruskal, W. H., & Wallis, W. A. (1952). Use of ranks in one-criterion variance analysis. Journal of the American Statistical Association, 47(260), 583-621.
  • Lecky, P. (1945). Self-consistency: A theory of personality. New York: Island Press.
  • Lee, J. D. (1998). Which kids can" become" scientists? Effects of gender, self-concepts, and perceptions of scientists. Social Psychology Quarterly, 61 (3), 199-219.
  • Lee, J. D. (2002). More than ability: Gender and personal relationships influence science and technology involvement. Sociology of Education, 75 (4), 349-373.
  • Mann, H. B., & Whitney, D. R. (1947). On a test of whether one of two random variables is stochastically larger than the other. The Annals of Mathematical Statistics, 18 (1), 50-60.
  • Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35(2), 63-78.
  • McCrae, R. R., & Costa, P. T. (1988). Age, personality, and the spontaneous self-concept. Journal of Gerontology, 43(6), 177-185.
  • Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist. Chicago: University of Chicago Press.
  • Owens, T.J., Samblanet, S. (2013). Self and self-concept. In J. DeLamater & A. Ward (Eds.), Handbook of Social Psychology (pp. 225-249). Netherland: Springer.
  • Relich, J. (1980). Gender, self-concept and teachers of mathematics: effects on attitudes to teaching and learning. Educational Studies in Mathematics, 30, 179-195.
  • Rosenberg, M. (1979). Concevinig the self. Malabar: Krieger Publishing.
  • Ross, M. (1989). Relation of implicit theories to the construction of personal histories. Psychological Review, 96(2), 341-357.
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46 (3), 407-441.
  • Stowers, D., Drum, M.W. (1996). Does self-concept depend on body image? Gender analysis. Psychological Reports, 78, 643-646.
  • Stryker, S. (2000). Identity competition: Key to differential social ovement participation?.In S. Stryker, T.J. Owens, & R.W. White (Eds.), Self, identity and social movements (pp. 1-17). Minneapolois: University of Minnesota.
  • Vernon, P. E. (2014). Personality Assessment (Psychology Revivals): A Critical Survey. New York: Routledge.
  • Vispoel, W. P. (1995). Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model. Journal of Educational Psychology, 87 (1), 134-153.
  • Wells, L.E. (1976). Self-esteem: Its Conceptualization and measurement. (Yayımlanmamış Doktora Tezi), University of Wisconsin: Madison.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Meral Coşkun (Sorumlu Yazar)
ARTVİN ÇORUH ÜNİVERSİTESİ, ARTVİN MESLEK YÜKSEKOKULU
0000-0001-7471-8873
Türkiye


Muhammet Emin Kayserili
ATATÜRK ÜNİVERSİTESİ
0000-0003-3072-2357
Türkiye

Yayımlanma Tarihi 25 Aralık 2018
Yayınlandığı Sayı Yıl 2018, Cilt 2, Sayı 2

Kaynak Göster

APA Coşkun, M. & Kayserili, M. E. (2018). Görsel sanatlar öğretmenlerinin sanat benlik kavram düzeylerinin farklı değişkenler açısından incelenmesi . Studies in Educational Research and Development , 2 (2) , 115-143 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/41911/486701

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