Vocational Education with Learning Style and Self-Esteem Interaction: Denizli Sample

Süleyman Yeşil; Kamil Orhan

Makale detayları

Vocational Education with Learning Style and Self-Esteem Interaction: Denizli Sample

Yazarlar:

Süleyman Yeşil | Kamil Orhan

Yayıncı:

Artvin Çoruh University

Ana Başlıklar:

Eğitim Ekonomisi

Dergi:

Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi Vol.9 Issue 2, pp.382-410

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307398

pISSN:

2458-8385

Anahtar kelimeler:

Özet:

 In our age, many societies assume that by increasing the effectiveness of vocational education, it will increase production power and efficiency. Various moves have been made for the development of vocational education in Turkey in recent years. Despite legal and structural efforts, the expected positive outcomes from vocational training could not be obtained. One of the important outputs expected from vocational education is the development of psychosocial skills of graduates. It is thought that vocational education will improve self-esteem through the expertise and skills it provides. The main purpose of the study is to determine the learning styles and self-esteem levels of vocational education students in Denizli and to examine their relationship with various variables. 8th, 9th and 12th grade students in Denizli province participated in the study n413. Kolb Learning Style Inventory III Gencel, 2006, Rosenberg Self-Esteem Scale Çuhadaroğlu, 1986 and an authentically prepared demographic questionnaire were applied to the participants. According to the results; It was found that there is a significant relationship between learning styles and school types, and students self-esteem levels and school types. The self-esteem levels of the students change statistically significantly according to the working status of the mother. The self-esteem levels of those who say that they spend most of their time outside of school on mobile phones, the Internet, and computer games are significantly lower than those who do not do the aforementioned activities.

 In our age, many societies assume that by increasing the effectiveness of vocational education, it will increase production power and efficiency. Various moves have been made for the development of vocational education in Turkey in recent years. Despite legal and structural efforts, the expected positive outcomes from vocational training could not be obtained. One of the important outputs expected from vocational education is the development of psychosocial skills of graduates. It is thought that vocational education will improve self-esteem through the expertise and skills it provides. The main purpose of the study is to determine the learning styles and self-esteem levels of vocational education students in Denizli and to examine their relationship with various variables. 8th, 9th and 12th grade students in Denizli province participated in the study n413. Kolb Learning Style Inventory III Gencel, 2006, Rosenberg Self-Esteem Scale Çuhadaroğlu, 1986 and an authentically prepared demographic questionnaire were applied to the participants. According to the results; It was found that there is a significant relationship between learning styles and school types, and students self-esteem levels and school types. The self-esteem levels of the students change statistically significantly according to the working status of the mother. The self-esteem levels of those who say that they spend most of their time outside of school on mobile phones, the Internet, and computer games are significantly lower than those who do not do the aforementioned activities.

 In our age, many societies assume that by increasing the effectiveness of vocational education, it will increase production power and efficiency. Various moves have been made for the development of vocational education in Turkey in recent years. Despite legal and structural efforts, the expected positive outcomes from vocational training could not be obtained. One of the important outputs expected from vocational education is the development of psychosocial skills of graduates. It is thought that vocational education will improve self-esteem through the expertise and skills it provides. The main purpose of the study is to determine the learning styles and self-esteem levels of vocational education students in Denizli and to examine their relationship with various variables. 8th, 9th and 12th grade students in Denizli province participated in the study n413. Kolb Learning Style Inventory III Gencel, 2006, Rosenberg Self-Esteem Scale Çuhadaroğlu, 1986 and an authentically prepared demographic questionnaire were applied to the participants. According to the results; It was found that there is a significant relationship between learning styles and school types, and students self-esteem levels and school types. The self-esteem levels of the students change statistically significantly according to the working status of the mother. The self-esteem levels of those who say that they spend most of their time outside of school on mobile phones, the Internet, and computer games are significantly lower than those who do not do the aforementioned activities.

 Çağımızda birçok toplum, mesleki eğitimin etkinliğini arttırarak üretim gücünü ve verimliliğini arttıracağını varsaymaktadır. Türkiyede de son yıllarda mesleki eğitimin gelişmesi için çeşitli hamleler yapılmıştır. Hukuki ve yapısal çabalara karşın mesleki eğitimden beklenen olumlu çıktılar elde edilememiştir. Mesleki eğitimden beklenen önemli çıktılardan birini mezunların, psikososyal becerilerinin gelişmesinin sağlanması oluşturmaktadır. Mesleki eğitimin, kazandırdığı uzmanlık ve beceri aracılığıyla özsaygıyı geliştireceği düşünülmektedir. Araştırmanın temel amacı, Denizli ilindeki mesleki eğitim öğrencilerinin öğrenme stillerinin ve benlik saygısı düzeylerinin belirlenmesi ve çeşitli değişkenlerle olan ilişkisinin incelenmesidir. Çalışmaya Denizli ilindeki 8., 9. ve 12. sınıf öğrencileri katılmıştır n413. Katılımcılara Kolb Öğrenme Stili Envanteri III Gencel, 2006, Rosenberg Benlik Saygısı Ölçeği Çuhadaroğlu, 1986 ve özgün olarak hazırlanmış bir demografik soru formu uygulanmıştır. Sonuçlar, öğrencinin okuduğu okul türünün öğrenme stilleri ve benlik saygısı açısından anlamlı ilişkili olduğunu göstermektedir. Öğrencilerin benlik saygısı düzeyleri, annelerinin çalışma durumuna göre istatistiksel açıdan anlamlı biçimde değişmektedir. Benlik saygısı açısından ele alındığında okul zamanı dışında kalan zamanını cep telefonu, bilgisayar oyunları ve internette geçirdiklerini söyleyenlerin benlik saygıları bu faaliyetlerde bulunmayan bireylere göre anlamlı biçimde düşüktür.

Makale detayları

Vocational Education with Learning Style and Self-Esteem Interaction: Denizli Sample

Yazarlar:

Süleyman Yeşil | Kamil Orhan

Yayıncı:

Artvin Çoruh University

Ana Başlıklar:

Eğitim Ekonomisi

Dergi:

Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi Vol.9 Issue 2, pp.382-410

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307398

pISSN:

2458-8385

vocational and technical education

learning styles

self-esteemöğrenme stilleri

benlik saygısı

mesleki ve teknik eğitim

Sayı

Makale detayları

Vocational Education with Learning Style and Self-Esteem Interaction: Denizli Sample

Yazarlar: Süleyman Yeşil | Kamil Orhan

Yayıncı: Artvin Çoruh University

Ana Başlıklar: Eğitim Ekonomisi

Dergi: Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi Vol.9 Issue 2, pp.382-410

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001307398

pISSN: 2458-8385

vocational and technical education

learning styles

self-esteemöğrenme stilleri

benlik saygısı

mesleki ve teknik eğitim

Sayı

Yazarlar:

Süleyman Yeşil | Kamil Orhan

Yayıncı:

Artvin Çoruh University

Ana Başlıklar:

Eğitim Ekonomisi

Dergi:

Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi Vol.9 Issue 2, pp.382-410

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307398

pISSN:

2458-8385