Kucuk Karagoz

7/28/2019 Kucuk Karagoz

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HUMAN NATURE, SELF-IMAGE AND LOCUSOF CONTROL OF PROSPECTIVE SCHOOL

COUNSELLOR AND TEACHERS

Associate Prof. Dr. . Hadiye KKKARAGZPhD.

[email protected]

EDUCATON SCENCE INSTITUTE / 9 EYLUL UNIVERSTYZMR/TURKYE


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) .


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INTRODUCTION

Description of the self in psychology is well acknowledged.

Research evidence suggests that negative self-image is associated with

various psychological problems such as psychiatric disturbance (Offer et al.,

1981), depression (e.g., Alfeld-Liro and Sigelman, 1998; Korhonen et al.,2001), low self-esteem (Petersen et al., 1984), and behavior problems in

school (Hay, 2000). There is also evidence that adolescents' self-image

predicts mental health in adulthood (Offer et al., 1998).

The self concept, which has become an important factor in the personalitydevelopment.


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INTRODUCTION

These knowing factors are a union of a self understanding who

and whathe/she is,skills,aims,beliefs and that they gains

consciously(Rotter,1990b)

The locus of control is defined as an individuals believestowards his experiences and behaviours. Individuals with an

internal locus of control view events as resulting from their own

actions. Persons with an external locus of control view events

as being under the control

of external factors, such as luck. .


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INTRODUCTION

Human nature is the fundamental nature and substance ofhumans,

as well as the range ofhuman behaviorthat is, believed to be invariant

over long periods of time and across very different cultural

contexts.(wiki pedia,2007)

Philosophy of Human Nature asks the questions "Who are we?" and

"What does it mean to be a human being?" Ethics deals with the goals

of human life .(www.gonzaga.edu/admissions/undergraduate+admissions/Philosophy.asp - 22k )

It is thought that these characteristics will be the basis for thebehaviors of an individual, who forms his personality at his training

process , today on in the future
http://en.wikipedia.org/wiki/Substancehttp://en.wikipedia.org/wiki/Humanhttp://en.wikipedia.org/wiki/Human_behaviorhttp://en.wikipedia.org/wiki/Universal_(metaphysics)http://en.wikipedia.org/wiki/Culturehttp://en.wikipedia.org/wiki/Culturehttp://en.wikipedia.org/wiki/Universal_(metaphysics)http://en.wikipedia.org/wiki/Human_behaviorhttp://en.wikipedia.org/wiki/Humanhttp://en.wikipedia.org/wiki/Substance


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is to define notions about human nature,selfimage and -locus of control of school counsellorand teacher candidates attending to Education

faculty of Dokuz Eyll University and to definethe different points of view measured by scalesconsidering their sex, teaching programme, thelongest residence lived and these scale scorescorrelations

The aim of this research


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METHODOLOGY

Sample

The sample of research includes 200 school counsellor andteacher candidates.

The study involved 60 school counsellors PCG(PsychologicalCounselling and Guidance) third and fourth-year at the Facultyof Education, Dokuz Eyll University and 140 teachercandidates(under graduated -fourth year at the department ofthe elementary school teacher and some of them are doingtheir M.A. studies at the same university- studying either onsocial science studies.

The group includes 156 girls(women) and 44 boys(men) andtheir average age is between 22-24.


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In this research:

1) Offers Self-Image Questionnaire(QSIO), Revised. (Offer, D., Ostrov, E.,Howard, K.I. & Dolan, 1992).

Scores for each item ranged from 1-5; where a score of 1 represented a goodbody image, a score of 3 represented a fair body image; and a score of 5represented a poor bady image. Negative items were reversed for scoring. TheCronbach alpha reported for the original scale was .73.

Negative items were reversed for scoring, so that lower scores are interpretedas being negative (low-self concept) and higher scores are interpreted asbeing positive (high self-concept). The Cronbach alpha reported for theoriginal scale was .84.

2) Philosophy of human nature scale(PHN)(Wrightsman,1972;1974) Lkert typescale The item score ranged from -3 to +3 ,total negative and positive

Score must be -42 and+42(en fazla)

3) The Internal versus external locus of control scale (I-E)( Rotter,Phrase at

all,1966; 1972), 4)Personal questionnaires are used

For the analysis of the one way analysis of variance, t test and correlationare used

INSTRUMENTS


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FINDINGS

1.The examination of the notions in QSIO sub scales of schoolcounsellor and teacher candidates according to their sex.

a)When the means of body self image scale was examined, the

girls have higher points than boys (x=54 sd=17.2; x= 46.6 sd=18.8 p


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b) When the means of PHN sub scale was examined,

The girls have higher points than boys (x=54 sd=17.2; x= 46.6sd=18.8 p< .001)in rationality(x=11.92 sd=9.10 ; x=7.40 sd= 10.80

p


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2. The examination of the notions in PHN and QSIOsub scales of school counsellor and teachercandidates according to their training programme.

a)When the means of PHN sub scales are examined prospective school

counsellors have higher points than prospective teachers in

rationality(x=2.00 sd=10.40; x=11.90 sd=9.07 p


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4.The examination of the notions in PHN and QSIO of

school counsellor and teacher candidates according to

their longest residence lived a)When the mean values of groups are examined the students

living in big cities have the highest mean points in QSIO scale

(metropol x=52.30, big city x= 48.38, town x= 48.0 and village x=

50.1).

b)When the same group is examined according to PHN scales sub-

dimensions they have no differences


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The correlation analysis between the scaleof PHN and the scale of QSIO. The meaningful relations were defined between PHN mean points and

QSIO mean points in most sub dimensions. The relations between

impulse control, social relationship-rationality and reliability sub-

dimensions are positive; between self family and independency are

negative

According to this case, it can be said there is meaningful relation between

PHN and QSIO of the individuals.


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Table.1. Correlation of between the QSIO and PHN Sub

scales scores

Prospective Prospective

School counsellors Teachers

mpuls control 0.20** 0.15 Emotional ton 0.15 0.20**

Body image 0.16 0.23**

Social relationship 0.19** 0.18

Self family 0.09 0.20**

Self image 0.19 0.25**

Rationality 0.07 0.05

Helper 0.24** 0.22**

Total PHN 0.19** 0.25**

Rationality 0.17 0.18

Complexity -0.02 -0.16

Changeable 0.08 0.05


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The correlation analysis between the scale of QSIO and

the scale of I-E

The pearson (two- tailed) correlation I-E scale with QSIO was -

.38(p


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CONCLUSON

School counsellors and teachers should

know him/herself and the other personsbeaveressness about him/hers beliefs and emotions .

Teacher belief system and attitudes effects of thesebeliefs on students and on the quality of school life

(Lunenburg&schmidt,1989,in:Agne,1994)

And remember that:

Teacher belief can make or break the learning process

School counsellors and teachers are role model of

students


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Teekkrler/thanks hadiye

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