Papers by Ezgi AKŞİN YAVUZ
The purpose of this research was to examine the relationship between maternal acceptance-rejectio... more The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The " Personal Information Form " , the " Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ) " , the " Social Competence and Behavior Evaluation-30 (SCBE-30) " and the " Emotion Regulation Checklist " were used as data collection tools. As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children's " Social Competence " subscale of SCBE-30 and their emotional regulation skills. In addition to this ...
The aim of the study was to investigate the relationship between attitudes of prospective prescho... more The aim of the study was to investigate the relationship between attitudes of prospective preschool teachers towards the teaching profession, their academic motivations and achievements. Relational survey model was used as the research design. The study group was made up of a total of 112 senior students (prospective teachers) who voluntarily accepted to participate in the study from Preschool Education Programs at Marmara University and Yıldız Technical University. Demographic form which was developed by the researchers, grade point average of prospective teachers, Attitude Scale of Teaching Profession developed by Üstüner (2006) and Academic Motivation Scale, which was developed by Vallerand et al. (1992); cited in Karagüven (2012) and adapted to Turkish by Karagüven (2012) were used for the data collection. The results showed that as the positive attitudes of the prospective teachers towards teaching as a profession increased, their academic motivations and grade point average (GPA) also increased while GPA differed only by the type of high school they graduated.
The aim of this study is to examine the effect of mind mapping activities on the maths and scienc... more The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood.
The aim of this study is to create Turkish adaptation and do validity and reliability study of Ap... more The aim of this study is to create Turkish adaptation and do validity and reliability study of Application of Cognitive Functions Scale which has been developed by filling in the blanks between academic and cognitive requirements of learning programs for children aged between 48 and 66 months. Relational screening model was used in the study and the study group consisted of 76 girls, 82 boys, totaly 158 children; who continuing determined preschool education institutes at Istanbul: Ataşehir, Kadıköy, Üsküdar and Maltepe districts in 2015-2016 education year. The scale was administered by the researcher with the study group. The data obtained from the research was analysed using the appropriate statistical methods. According to the results, for construct validity when the difference between children’s pretest and post scores from ACFS Tasks Section Subscales was examined, it was determined that there is a significant difference at each subscale for Tasks Section Subscales at the level of .001 and in total scores at the level of .05. For reliability of the scale, the relationships between Tasks Section Subscales and Behavior Observation Scale were examined and it was determined that there are positive high correlations. Total reliability coefficient Cronbach’s Alpha value was calculated as .749 for Tasks Section Subscales and .997 for Behavior Observation Scale. When the relationships within Tasks Section Subscales and Behavior Observation Scale were examined, it was seen that there are positive medium and high level correlations. For Behavior Observation Scale, inter-rater reliability was examined and it was found that inter-rater reliability has a level of .90 and higher correlation value in all sub-dimensions. Findings of the study were discussed in light of the relevant literature and it was concluded that Application of Cognitive Functions Scale was a reliable and valid scale.
The aim of this study is to examine the effect of mind mapping activities on the maths and scienc... more The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood.
Yaşam öğrenmelerle doludur. Bilginin sonsuzluğunda, bilgiye ulaşma kaynakları
da arttıkça öğrenme... more Yaşam öğrenmelerle doludur. Bilginin sonsuzluğunda, bilgiye ulaşma kaynakları
da arttıkça öğrenmeyi öğrenmenin gerekliliği ile karşılaşmaktayız. Nasıl
öğrendiğimizi bilmek için ise zihnimizde gerçekleşen işlemleri, bilişsel işlevleri
bilmek gereklidir. Algılama, karşılaştırma, benzerlik ve farklılıkları ayırt etme,
bilgiyi kodlama, sınıflandırma, gruplama, geri çağırma ve bellek gibi bilişsel
işlevler öğrenmenin ön koşulunu oluşturmaktadırlar(Haywood ve Lidz, 2007,
s.99).Bu işlevlere dair ne kadar erken yaşta bilgi sahibi olursak bireylerin o kadar
erken yaşlardan itibaren öğrenmeyi öğrenmelerinde onlara destek olabiliriz. Bu
nedenle okul öncesi dönem çocuklarının bilişsel işlevlerinin değerlendirilmesi,
bu alanda ihtiyaç duydukları desteğin belirlenmesi ve sağlanması bakımından
önemlidir. Yüksek bilişsel işlevlerin, düşünme becerileri ve öğrenme kapasitesini
arttıracağı düşünülmektedir. Bu doğrultuda dinamik değerlendirme psikometrik
testlerden farklı olarak; öğrenme, eğitim ve bilişsel süreçlerle bunların altında
yatan yapıyı destekleyebilen bir değerlendirme yöntemi olarak karşımıza
çıkmaktadır (Stringer, Elliott ve Lauchlan, 1997). Okul öncesi eğitim döneminde
dinamik değerlendirme yaklaşımı kullanılarak yapılan araştırmalar çocukların
okumaya hazırlık becerilerinde ve okul başarısı üzerinde uzun vadede dinamik
değerlendirme ile çalışmanın etkili olduğunu göstermektedir. Aynı zamanda
dinamik değerlendirme yaklaşımına uygun olarak geliştirilen ölçme araçlarıyla
yapılan değerlendirmelerle çocukların nasıl öğrendikleri ile ilgili bilgi sahibi
olmamız ve yaşayabilecekleri olası güçlükleri belirlememiz sağlanmaktadır.
Carol S. Lidz tarafından geliştirilen “Lidz Program Temelli Dinamik
Değerlendirme Modeli” bilişsel işlevlerin değerlendirilmesinde dinamik
değerlendirme modeline dayalı olarak geliştirilmiştir. Zihinsel işlevlerin nasıl
değerlendirileceğini anlayabilmek amacıyla geliştirilen model Bilişsel İşlevlerin
Uygulanması Ölçeği’ni içermektedir (Haywood ve Lidz; 2007, s.21). Üç ile
sekiz yaş arası çocuklarla çalışmaya uygun olarak geliştirilmiş ölçeğin okul
öncesi dönem formu üç ile beş yaş aralıklarını kapsamaktadır. Ölçek dünya
üzerinde pek çok coğrafyada uyarlanarak kullanım alanı bulmuştur.
Life is full of learning. In the infinity of the knowledge, also as the
resources for achieving the knowledge increases, we encounter the necessity of
learning to learn. It is necessary to know about the processes that actualized in
our mind and to know the cognitive functions. The cognitive functions such as
perception, comparison, to distinguish the similarities and the differences, coding
the information, classification, grouping, recall and memory, constitute the
prerequisite for learning (Haywood and Lidz, 2007, p.99). The more we have
knowledge in earlier ages regarding these functions, the more we can support the individuals for their learning to learn from earlier ages. Therefore, the evaluation
of the cognitive functions of the pre-school term children is important in terms of
the determination and ensuring the support that they are in need of in this area. It
is believed and considered that the high cognitive functions enhance the thinking
skills and learning capacity. In line with this, the dynamic assessment emerges as
an evaluation method that is unlike from the psychometric tests and can be able
to support the learning, education and the cognitive processes and their
underlying structures (Stringer, Elliott and Lauchlan, 1997). Studies conducted
using dynamic assessment approach during the pre-school education reveal that
children who assesed by dynamic approaches have greater success on reading
readiness and on school success. At the same time using assessment tools which
are developed in accordance with the dynamic assessment enable us how the
children are learning best. Beside that it helps us to identify possible difficulties
to live.
The “Lidz Program-based Dynamic Assessment Model” that is developed by
Carol S. Lidz, was developed in the assessment of the cognitive functions based
on the dynamic evaluation model. The model that was developed in order to
understand how the mental functions can be able to be understand, includes the
“Application of the Cognitive Function Scale” (Haywood and Lidz; 2007, p.21).
The pre-school term form of the scale that was improved appropriately for
working with children aged between three and eight years, covers the range of
three to five years. The scale was found an area of usage by being adapted in
many regions in the world.
The purpose of this research was to examine the relationship between maternal acceptance-rejectio... more The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The " Personal Information Form " , the " Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ) " , the " Social Competence and Behavior Evaluation-30 (SCBE-30) " and the " Emotion Regulation Checklist " were used as data collection tools. As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children's " Social Competence " subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn't differentiated according to age and gender of the child; however the average scores of PARQ's " Warmth/Affection " subscale have been differentiated in favor of the girls. It has been found that " Social Competence " and " Anger-Aggression " subscales of SCBE-30 were significantly differentiated according to gender; " Anger-Aggression " scores of the boys were higher than the girls, whereas " Social Competence " scores of the girls were higher than the boys. Moreover, it has been found that " Lability-Negativity " subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child's social competence and emotional regulation skills increase as the age increases.
ÖZ Araştırmada, 60-72 aylık çocukların annelerinin kabul-red düzeyleri ile çocukların benlik algı... more ÖZ Araştırmada, 60-72 aylık çocukların annelerinin kabul-red düzeyleri ile çocukların benlik algıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu temel amaç doğrultusunda annelerin kabul-red düzeyi ve çocukların benlik algıları, çocukların cinsiyeti ve ailenin gelir durumu değişkenleri açısından incelenmiştir. İlişkisel tarama modelinde tasarlanan araştırmanın çalışma grubunu, 2013-2014 eğitim öğretim yılında İstanbul ili Kadıköy, Maltepe ve Ataşehir ilçelerinde okul öncesi eğitim kurumuna devam eden ve araştırmaya gönüllü olarak katılan, toplam 273 anne-çocuk çifti oluşturmaktadır. Veri toplama aracı olarak; " Kişisel Bilgi Formu " , " Aile Çocuk İlişkileri Ölçeği-Anne Formu " ile " DeMoulin Çocuklar İçin Benlik Algısı Ölçeği " kullanılmıştır. Yapılan analizler sonucunda, araştırmaya katılan annelerin çocuklarına karşı olan ilgisizlik ve ihmal davranışları arttıkça çocukların öz saygı ve olumlu benlik algılarının azaldığı görülmüştür. Annelerin kabul düzeyi çocuklarının cinsiyetine göre farklılaşmazken, çocukların benlik algılarının cinsiyet değişkenine göre farklılık gösterdiği; erkek çocukların olumlu benlik algılarının kız çocukların olumlu benlik algılarından daha yüksek olduğu belirlenmiştir. Ayrıca düşük gelir düzeyine sahip annelerin çocuklarını kabul düzeyi ve çocukların özsaygılarının düşük olduğu saptanmıştır. Anahtar Kelimeler: Okul öncesi eğitim, anne kabul-red, benlik algısı.
ABSTRACT The aim of this study is to examine the relationship between the maternal acceptance-rejection levels and self-concepts of 60-72 month-old children. Maternal acceptance-rejection levels and children's self-concepts are examined by the variables of the sex of children and family income levels to assess this basic aim. The research is designed as a survey with a sample of a voluntarily participated group of total 273 mother-daughter pairs who has attended preschool classes in Kadıköy, Maltepe and Ataşehir districts of İstanbul in 2013-2014 academic year. " Personal Information Form " ; " Parental Acceptance-Rejection Questionnaire (Mother Form) " and " DeMoulin Self-Concept Developmental Scale " are used for gathering data. Research findings indicates that when indifferent and neglecting behaviors of the mothers increases, self-esteem and positive self perceptions of children decreases. Acceptance level of the mothers does not show any difference by the sex of the children, but the self-concept of the children are affected by the variable of sex. Positive self-concept of the boys are greater than the girls. In addition, it is revealed that for the low income level mothers, their acceptance levels and self-esteem of their children are low.
Aim: The aim of this research is to examine views of 48-60 months old children related to “danger... more Aim: The aim of this research is to examine views of 48-60 months old children related to “danger” concept.
Material and Method: Participants of the research included 48-60 months old children at Marmara University Prof.Dr.Ayla Oktay Preschool Education Center in 2014-2015 academic year. Data of the research was obtained through one-to-one interviews by using semi-structured interview form developed by the researchers. During interviews, children were asked to draw a picture about “danger” concept and then to describe it.
Results: For data analysis, descriptive analysis qualitative method was used. As results of the research, it was found that children mostly described danger concept as physical and environmental dangers. In addition, most of the children considered that there was not any dangerous situation at school.
Conclusion: Children in the research explained danger concept and dangerous situations in and out of school mostly as physical and environmental danger factors. In line with results of the research, it was recommended that the studies on preschool children and danger concept should increase and by this way the awareness of children related to different dangers should be increased.
OBJECTIVES: The main purpose of this study is to determine teacher candidates’ mental images abou... more OBJECTIVES: The main purpose of this study is to determine teacher candidates’ mental images about the concept of school administrators via metaphors. MATERIALS AND METHODS: This research was carried out by participation of 169 preschool teacher candidates studying at Marmara University Atatürk Education Faculty Department of Preschool Education in 2014-2015 academic year (spring term). The research data were collected by two open-ended questions. Content anaylsis was used for the data anaylsis. In the data analysis process unsuitable metaphors (n=39) taken out from the data and suitable metaphors (n=130) were used. RESULTS: The most common used metaphors are “Father (16)”, “Leader (8)”, “Mother (7)” and “Parent (6)” methapors. Also, Guiding and Directing (%11,538), Being the Administrative Focus (% 23,076) and Being Organizer (%16,153) are the categories that include high number of metaphors. CONCLUSION: Results indicated that metaphors with positive perceptions toward school administrators are more than the negative ones. As a result school administrators were identified as persons protecting students and teachers, guiding them and solving problems, by participant teacher candidates.
Özet
Araştırmanın amacı; okul öncesi öğretmen adaylarının zekâ puanları ile öğrenmeye ilişkin tu... more Özet
Araştırmanın amacı; okul öncesi öğretmen adaylarının zekâ puanları ile öğrenmeye ilişkin tutumları ve akademik ortalamaları arasındaki ilişkilerin incelenmesidir. Araştırma ilişkisel tarama modeline uygun olarak gerçekleştirilmiştir.
Çalışma grubu, Marmara Üniversitesi, Okul Öncesi Öğretmenliği Anabilim Dalı, I. Öğretim programında öğrenim gören
toplam 350 öğretmen adayından oluşmaktadır. Araştırmada veri toplama aracı olarak Cattell Zekâ Testi-3A Formu ve Kara
(2010) tarafından geliştirilen Öğrenmeye İlişkin Tutum Ölçeği kullanılmıştır. Araştırma sonucunda okul öncesi öğretmen
adaylarının öğrenmeye ilişkin tutumlarının sınıf düzeylerine göre farklılaşma gözlenmezken öğrenmeye ilişkin tutum
ölçeğinin “beklenti” ve “açıklık” alt boyutlarının okul öncesi öğretmen adaylarının akademik başarılarına göre farklılaştığı
görülmüştür. Ayrıca okul öncesi öğretmen adaylarının zekâ puan ortalamaları ile öğrenmeye ilişkin tutumları arasında
istatistiksel olarak anlamlı bir ilişkinin olmadığı görülmüştür.
Abstract
The aim of the research is to examine the relationship between the intelligence test scores, their attitudes towards learning
and their grade point average of preschool prospective teachers. Relational screening model was carried out. The
participants includes 350 prospective teachers who study at Department of Early Childhood Education of Marmara
University. The data was gathered by two instruments; Cattell Intelligence Test-Form 3A and Attitudes Towards Learning
Scale developed by Kara (2010). The results indicate that there is no significant differences on preschool prospective
teachers’ attitudes towards learning according to the their grade levels, however, “expectancy” and “openness”
subcategory scores of the attitudes towards learning test significantly differ by academic achievement. Furthermore, it has
been concluded that there is no significantly statistical relationship between the intelligence test scores of students and the
attitudes towards learning.
Uploads
Papers by Ezgi AKŞİN YAVUZ
da arttıkça öğrenmeyi öğrenmenin gerekliliği ile karşılaşmaktayız. Nasıl
öğrendiğimizi bilmek için ise zihnimizde gerçekleşen işlemleri, bilişsel işlevleri
bilmek gereklidir. Algılama, karşılaştırma, benzerlik ve farklılıkları ayırt etme,
bilgiyi kodlama, sınıflandırma, gruplama, geri çağırma ve bellek gibi bilişsel
işlevler öğrenmenin ön koşulunu oluşturmaktadırlar(Haywood ve Lidz, 2007,
s.99).Bu işlevlere dair ne kadar erken yaşta bilgi sahibi olursak bireylerin o kadar
erken yaşlardan itibaren öğrenmeyi öğrenmelerinde onlara destek olabiliriz. Bu
nedenle okul öncesi dönem çocuklarının bilişsel işlevlerinin değerlendirilmesi,
bu alanda ihtiyaç duydukları desteğin belirlenmesi ve sağlanması bakımından
önemlidir. Yüksek bilişsel işlevlerin, düşünme becerileri ve öğrenme kapasitesini
arttıracağı düşünülmektedir. Bu doğrultuda dinamik değerlendirme psikometrik
testlerden farklı olarak; öğrenme, eğitim ve bilişsel süreçlerle bunların altında
yatan yapıyı destekleyebilen bir değerlendirme yöntemi olarak karşımıza
çıkmaktadır (Stringer, Elliott ve Lauchlan, 1997). Okul öncesi eğitim döneminde
dinamik değerlendirme yaklaşımı kullanılarak yapılan araştırmalar çocukların
okumaya hazırlık becerilerinde ve okul başarısı üzerinde uzun vadede dinamik
değerlendirme ile çalışmanın etkili olduğunu göstermektedir. Aynı zamanda
dinamik değerlendirme yaklaşımına uygun olarak geliştirilen ölçme araçlarıyla
yapılan değerlendirmelerle çocukların nasıl öğrendikleri ile ilgili bilgi sahibi
olmamız ve yaşayabilecekleri olası güçlükleri belirlememiz sağlanmaktadır.
Carol S. Lidz tarafından geliştirilen “Lidz Program Temelli Dinamik
Değerlendirme Modeli” bilişsel işlevlerin değerlendirilmesinde dinamik
değerlendirme modeline dayalı olarak geliştirilmiştir. Zihinsel işlevlerin nasıl
değerlendirileceğini anlayabilmek amacıyla geliştirilen model Bilişsel İşlevlerin
Uygulanması Ölçeği’ni içermektedir (Haywood ve Lidz; 2007, s.21). Üç ile
sekiz yaş arası çocuklarla çalışmaya uygun olarak geliştirilmiş ölçeğin okul
öncesi dönem formu üç ile beş yaş aralıklarını kapsamaktadır. Ölçek dünya
üzerinde pek çok coğrafyada uyarlanarak kullanım alanı bulmuştur.
Life is full of learning. In the infinity of the knowledge, also as the
resources for achieving the knowledge increases, we encounter the necessity of
learning to learn. It is necessary to know about the processes that actualized in
our mind and to know the cognitive functions. The cognitive functions such as
perception, comparison, to distinguish the similarities and the differences, coding
the information, classification, grouping, recall and memory, constitute the
prerequisite for learning (Haywood and Lidz, 2007, p.99). The more we have
knowledge in earlier ages regarding these functions, the more we can support the individuals for their learning to learn from earlier ages. Therefore, the evaluation
of the cognitive functions of the pre-school term children is important in terms of
the determination and ensuring the support that they are in need of in this area. It
is believed and considered that the high cognitive functions enhance the thinking
skills and learning capacity. In line with this, the dynamic assessment emerges as
an evaluation method that is unlike from the psychometric tests and can be able
to support the learning, education and the cognitive processes and their
underlying structures (Stringer, Elliott and Lauchlan, 1997). Studies conducted
using dynamic assessment approach during the pre-school education reveal that
children who assesed by dynamic approaches have greater success on reading
readiness and on school success. At the same time using assessment tools which
are developed in accordance with the dynamic assessment enable us how the
children are learning best. Beside that it helps us to identify possible difficulties
to live.
The “Lidz Program-based Dynamic Assessment Model” that is developed by
Carol S. Lidz, was developed in the assessment of the cognitive functions based
on the dynamic evaluation model. The model that was developed in order to
understand how the mental functions can be able to be understand, includes the
“Application of the Cognitive Function Scale” (Haywood and Lidz; 2007, p.21).
The pre-school term form of the scale that was improved appropriately for
working with children aged between three and eight years, covers the range of
three to five years. The scale was found an area of usage by being adapted in
many regions in the world.
ABSTRACT The aim of this study is to examine the relationship between the maternal acceptance-rejection levels and self-concepts of 60-72 month-old children. Maternal acceptance-rejection levels and children's self-concepts are examined by the variables of the sex of children and family income levels to assess this basic aim. The research is designed as a survey with a sample of a voluntarily participated group of total 273 mother-daughter pairs who has attended preschool classes in Kadıköy, Maltepe and Ataşehir districts of İstanbul in 2013-2014 academic year. " Personal Information Form " ; " Parental Acceptance-Rejection Questionnaire (Mother Form) " and " DeMoulin Self-Concept Developmental Scale " are used for gathering data. Research findings indicates that when indifferent and neglecting behaviors of the mothers increases, self-esteem and positive self perceptions of children decreases. Acceptance level of the mothers does not show any difference by the sex of the children, but the self-concept of the children are affected by the variable of sex. Positive self-concept of the boys are greater than the girls. In addition, it is revealed that for the low income level mothers, their acceptance levels and self-esteem of their children are low.
Material and Method: Participants of the research included 48-60 months old children at Marmara University Prof.Dr.Ayla Oktay Preschool Education Center in 2014-2015 academic year. Data of the research was obtained through one-to-one interviews by using semi-structured interview form developed by the researchers. During interviews, children were asked to draw a picture about “danger” concept and then to describe it.
Results: For data analysis, descriptive analysis qualitative method was used. As results of the research, it was found that children mostly described danger concept as physical and environmental dangers. In addition, most of the children considered that there was not any dangerous situation at school.
Conclusion: Children in the research explained danger concept and dangerous situations in and out of school mostly as physical and environmental danger factors. In line with results of the research, it was recommended that the studies on preschool children and danger concept should increase and by this way the awareness of children related to different dangers should be increased.
Araştırmanın amacı; okul öncesi öğretmen adaylarının zekâ puanları ile öğrenmeye ilişkin tutumları ve akademik ortalamaları arasındaki ilişkilerin incelenmesidir. Araştırma ilişkisel tarama modeline uygun olarak gerçekleştirilmiştir.
Çalışma grubu, Marmara Üniversitesi, Okul Öncesi Öğretmenliği Anabilim Dalı, I. Öğretim programında öğrenim gören
toplam 350 öğretmen adayından oluşmaktadır. Araştırmada veri toplama aracı olarak Cattell Zekâ Testi-3A Formu ve Kara
(2010) tarafından geliştirilen Öğrenmeye İlişkin Tutum Ölçeği kullanılmıştır. Araştırma sonucunda okul öncesi öğretmen
adaylarının öğrenmeye ilişkin tutumlarının sınıf düzeylerine göre farklılaşma gözlenmezken öğrenmeye ilişkin tutum
ölçeğinin “beklenti” ve “açıklık” alt boyutlarının okul öncesi öğretmen adaylarının akademik başarılarına göre farklılaştığı
görülmüştür. Ayrıca okul öncesi öğretmen adaylarının zekâ puan ortalamaları ile öğrenmeye ilişkin tutumları arasında
istatistiksel olarak anlamlı bir ilişkinin olmadığı görülmüştür.
Abstract
The aim of the research is to examine the relationship between the intelligence test scores, their attitudes towards learning
and their grade point average of preschool prospective teachers. Relational screening model was carried out. The
participants includes 350 prospective teachers who study at Department of Early Childhood Education of Marmara
University. The data was gathered by two instruments; Cattell Intelligence Test-Form 3A and Attitudes Towards Learning
Scale developed by Kara (2010). The results indicate that there is no significant differences on preschool prospective
teachers’ attitudes towards learning according to the their grade levels, however, “expectancy” and “openness”
subcategory scores of the attitudes towards learning test significantly differ by academic achievement. Furthermore, it has
been concluded that there is no significantly statistical relationship between the intelligence test scores of students and the
attitudes towards learning.