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Sosyal Destek, Öz-Düzenleme, Akademik Başarı ve Yaşam Doyumunun İncelenmesi: Yol Analizi

Year 2024, , 651 - 662, 29.09.2024

Bünyamin Ateş , Mehmet Enes Sağar

https://doi.org/10.30703/cije.1405692

Abstract

Yapılan araştırmada, sosyal destek, öz-düzenleme, akademik başarı ve yaşam doyumu arasındaki ilişkilerin incelenmesine yönelik oluşturulan hipotez modelin sınanması amaçlanmıştır. Çalışmanın araştırma grubu, 2022-2023 akademik yılında Türkiye’nin farklı üniversitelerin fakültelerinde öğrenim gören 388 öğrenciden (230 erkek, %59.3; 158 kız, %40.7) oluşmuştur. Ayrıca araştırma grubunun yaş ortalaması ise 21.63 olarak belirlenmiştir. Araştırmada veri toplama araçları olarak “Yaşam Doyumu Ölçeği”, “Çok Boyutlu Algılanan Sosyal Destek Ölçeği”, “Algılanan Öz-Düzenleme Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Veriler Google Form aracılığıyla online (çevrimiçi) yöntemle toplanmıştır. Araştırma kapsamında elde edilen veriler SPSS ve Mplus programları ile analiz edilmiştir. Yapılan analizler sonucunda; yaşam doyumuyla akademik başarı, sosyal destek ve öz-düzenleme arasında pozitif yönde anlamlı düzeyde birer ilişki bulunmuştur. Ayrıca çalışmada sosyal destek ve öz-düzenleme değişkenlerinin yaşam doyumu değişkenini pozitif yönde, anlamlı düzeyde doğrudan yordadığı belirlenmiştir. Yine sosyal destek değişkeninin akademik başarı değişkenini, akademik başarının da yaşam doyumu değişkenini pozitif yönde, anlamlı düzeyde doğrudan yordadığı sonucuna ulaşılmıştır. Araştırmada değişkenlerin yaşam doyumuna olan doğrudan etkileriyle birlikte dolaylı (aracı) etkileri de incelenmiştir. Dolaylı etki değerlerine yönelik yapılan inceleme sonucunda; sosyal desteğin yaşam doyumunu akademik başarı aracılığıyla anlamlı şekilde yordadığı görülmektedir. Modeldeki tüm değişkenlere ait doğrudan ve dolaylı etkiler yaşam doyumundaki varyansın yaklaşık %24’ünü açıklamıştır.

Keywords

Akademik başarı Öz-düzenleme Sosyal destek Yaşam doyumu Üniversite öğrencisi

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Examining Social Support, Self-Regulation, Academic Achievement, and Life Satisfaction: Path Analysis

Year 2024, , 651 - 662, 29.09.2024

Bünyamin Ateş , Mehmet Enes Sağar

https://doi.org/10.30703/cije.1405692

Abstract

The aim of the study was to test the hypothesis model created to examine the relationships between social support, self-regulation, academic achievement and life satisfaction. The research group of the study consisted of 388 students (230 males, 59.3%; 158 females, 40.7%) studying at the faculties of different universities in Turkey in the 2022-2023 academic year. In addition, the average age of the research group was determined as 21.63. “Life Satisfaction Scale”, “Multidimensional Scale of Perceived Social Support”, “Perceived Self-Regulation Scale” and “Personal Information Form” were used as data collection tools in the research. Data was collected online via Google Form. The data obtained within the scope of the research were analyzed with SPSS and Mplus programs. As a result of the analyses, a significant positive relationship was found between life satisfaction and academic achievement, social support and self-regulation. In addition, it was determined in the study that social support and self-regulation variables directly predicted the life satisfaction variable in a positive and significant level. Again, it was concluded that the social support variable directly predicted the academic achievement variable, and academic achievement directly predicted the life satisfaction variable in a positive and significant level. In the study, the direct effects of the variables on life satisfaction as well as their indirect (mediating) effects were examined. As a result of the analysis of indirect effect values, it is seen that social support significantly predicts life satisfaction through academic achievement. Direct and indirect effects of all variables in the model explained approximately 24% of the variance in life satisfaction.

Keywords

Academic achievement Self-regulation Social support Life satisfaction University student

Project Number

-

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Details

Primary Language Turkish
Subjects Career Counseling, Psychological Counseling and Guidance (Other)
Journal Section Articles
Authors

Bünyamin Ateş 0000-0003-4090-1922

Mehmet Enes Sağar 0000-0003-0941-5301

Project Number -
Publication Date September 29, 2024
Submission Date December 16, 2023
Acceptance Date February 26, 2024
Published in Issue Year 2024

Cite

APA Ateş, B., & Sağar, M. E. (2024). Sosyal Destek, Öz-Düzenleme, Akademik Başarı ve Yaşam Doyumunun İncelenmesi: Yol Analizi. Cumhuriyet Uluslararası Eğitim Dergisi, 13(3), 651-662. https://doi.org/10.30703/cije.1405692

e-ISSN: 2147-1606

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