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Okul Öncesi Öğretmen Adaylarının Psikolojik Sağlamlıkları ile Üstbiliş Farkındalıkları

Year 2025, Volume: 14 Issue: 2, 1 - 13

Endam Düzyol Türk , Günseli Yıldırım

https://doi.org/10.30703/cije.1473520

Abstract

Bu çalışmada, okul öncesi öğretmen adaylarının psikolojik sağlamlıkları ile üst bilişsel farkındalıkları ve bazı demografik özelliklerinin incelenmesi amaçlanmıştır. Çalışma, ilişkisel tarama modellerinden nedensel karşılaştırma araştırmasıdır. Evrenden basit seçkisiz örnekleme yöntemiyle seçilen 236 öğretmen adayı çalışmanın örneklem grubunu oluşturmaktadır. Öğretmen adaylarının psikolojik sağlamlıklarının belirlenmesi için Psikolojik Sağlamlık Tutum Beceri, üst bilişsel farkındalıklarının incelenmesi için Öğretmen Adaylarına Yönelik Üst bilişsel Farkındalık Ölçeği kullanılmıştır. Öğretmen adaylarının cinsiyet değişkenine göre Psikolojik Sağlamlık Tutum Beceri Ölçeğinin alt boyutları olan ilişkiler ve değerler oryantasyonu, bağımsızlık ve girişimcilik, mizah arasında anlamlı farklılık bulunmamıştır. Psikolojik sağlamlığın alt boyutu olan iç görü ve yaratıcılık puanlarında erkek öğretmen adaylarının lehine anlamlı farklılık saptanmıştır. Üst Bilişsel Farkındalık Ölçeği ile öğretmen adaylarının cinsiyetleri arasında anlamlı farklılık bulunmamıştır. Öğretmen adaylarının psikolojik sağlamlıklarının ve üst bilişsel farkındalıklarının sınıf düzeylerine göre değişiklik göstermediği sonucu elde edilmiştir. Psikolojik sağlamlık tutum becerisi ile üst bilişsel farkındalık puanları arasında pozitif yönde yüksek düzeyde korelasyon saptanmıştır. Üst bilişsel farkındalıkların, psikolojik sağlamlık tutum becerileri üzerinde yordayıcı olduğu belirlenmiştir. Benzer şekilde psikolojik sağlamlık tutum becerilerinin, üst bilişsel farkındalıkları belirlemede yordayıcı olduğu tespit edilmiştir.

Keywords

Okul öncesi öğretmen adayları psikolojik sağlamlık üst bilişsel farkındalık

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Resilience and Metacognitive Awareness of Preschool Teacher Candidates

Year 2025, Volume: 14 Issue: 2, 1 - 13

Endam Düzyol Türk , Günseli Yıldırım

https://doi.org/10.30703/cije.1473520

Abstract

This study aims to examine the resilience and metacognitive awareness of preschool teacher candidates, along with some demographic characteristics. The study is a causal comparative research, one of the relational survey models. A sample group of 236 teacher candidates was selected using simple random sampling method. The Resilience Attitude Skill scale was used to determine the resilience of teacher candidates, and the Metacognitive Awareness Scale for Teacher Candidates was used to examine their metacognitive awareness. Since the obtained data showed normal distribution, parametric tests were applied for analysis. According to the gender of teacher candidates, no significant differences were found in the sub-dimensions of the Resilience Attitude Skill scale, namely relationships and values orientation, independence and entrepreneurship, and humor. A significant difference was found in favor of male teacher candidates in the sub-dimensions of resilience, namely insight and creativity. There was no significant gender difference in the Metacognitive Awareness Scale among teacher candidates. The results indicated that the resilience and metacognitive awareness of teacher candidates did not vary according to class levels. A high positive correlation was identified between resilience attitude skill and metacognitive awareness scores. Metacognitive awareness was determined to be predictive of resilience attitude skills, and conversely, resilience attitude skills were found to be predictive of metacognitive awareness.

Keywords

Metacognitive awareness preschool resilience teacher candidates

References

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  • Asy'ari, M., & Ikhsan, M. (2019). The effectiveness of inquiry learning model in improving prospective teachers' metacognition knowledge and metacognition awareness. International Journal of Instruction, 12(2), 455-470. https://doi.org/10.29333/iji.2019.12229a
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  • Campbell Sills, L., Cohan, S. L., & Stein, M. B. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behaviour research and therapy, 44(4), 585-599. https://doi.org/10.1016/j.brat.2005.05.001
  • Capobianco, L., Faija, C., Husain, Z., & Wells, A. (2020). Metacognitive beliefs and their relationship with anxiety and depression in physical illnesses: A systematic review. PloS one, 15(9), e0238457. https://doi.org/10.1371/journal.pone.0238457
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There are 82 citations in total.

Details

Primary Language English
Subjects Early Childhood Education, Higher Education Studies (Other)
Journal Section Research Article
Authors

Endam Düzyol Türk 0000-0002-1616-5200

Günseli Yıldırım 0000-0002-2513-7105

Early Pub Date May 6, 2025
Publication Date
Submission Date April 25, 2024
Acceptance Date September 12, 2024
Published in Issue Year 2025Volume: 14 Issue: 2

Cite

APA Düzyol Türk, E., & Yıldırım, G. (2025). Resilience and Metacognitive Awareness of Preschool Teacher Candidates. Cumhuriyet Uluslararası Eğitim Dergisi, 14(2), 1-13. https://doi.org/10.30703/cije.1473520

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