Rehberlik ve Psikolojik Danışmanlık Bölümü / Department of Psychological Counseling and Guidance

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Browsing Rehberlik ve Psikolojik Danışmanlık Bölümü / Department of Psychological Counseling and Guidance by Author "Can, Gürhan"

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    Counseling and Guidance Understandings of Guidance Teachers and Their Attitudes Towards Counseling and Guidance
    (2015) Demir Güdül, Meryem; Can, Gürhan; 53476; 4656
    In this study, it was aimed to study the relationships between counseling and guidance understanding of guidance teachers, who are in charge of giving counseling and guidance service to a class, and their attitudes towards counseling and guidance, and how their understanding of counseling and guidance and their attitudes towards counseling and guidance differentiate in terms of various variables. Within the framework of relational screening model, the Counseling and Guidance Inventory (Kepçeoğlu, 1975) and the Guidance Counselor Attitude Scale (Demir, 2010) were used in the study, which was conducted with 595 guidance teachers working in primary and secondary education institutions in Eskişehir. As a result of the study, it was determined that there was a moderate level relationship (r= .44) between guidance teachers’ understanding level of counseling and guidance and their attitude levels towards counseling and guidance. The female guidance teachers were found to have higher understanding of counseling and guidance and attitudes towards counseling and guidance than those of the male teachers. It was also determined that the guidance teachers’ understanding of counseling and guidance and their attitudes towards counseling and guidance did not differentiate in terms of branch. On the other hand, the guidance teachers who attended the in-service training about counseling and guidance were found to have more positive attitudes only towards counseling and guidance than the ones who didn’t attend the in-service training, whereas the guidance teachers working in primary education were found to have higher levels of both counseling and guidance understanding and attitudes towards counseling and guidance than the ones working in secondary education in terms of the stage of education the teachers work in. Similarly, the counselors who had 1-9 and 10-19 years of seniority had higher counseling and guidance understandings than the ones who had 20 and more years of seniority. The findings obtained as a result of the study were discussed in the light of relevant literature.
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    PublicationOpen Access
    The Role of Academic Motivation in Predicting Turkish Undergraduates’ Life Satisfaction and Academic Procrastination
    (Turkish Psychological Counseling and Guidance Association, 2021) GÜDÜL, MERYEM DEMİR; Can, Gürhan; Ceyhan, Aydoğan Aykut
    The present study aims to determine the motivational profiles of university students through a person-centered approach and to examine the relationship between motivational profiles, academic procrastination, and life satisfaction. The study participants comprised 1,770 undergraduates (1019 female, 749 male, and 2 not specified), who were categorized into three main profiles: (a) students with high levels of both intrinsic and extrinsic motivation but with a low level of amotivation (33.8%), those with a "high-level academic motivation profile"; (b) students with moderate levels of both intrinsic and extrinsic motivation but with low levels of amotivation (44.9%), those with a "medium-level academic motivation profile"; and (c) students with low levels of both intrinsic and extrinsic motivation with high levels of amotivation (21.3%), those with a "low-level academic motivation profile. The results of this study revealed that students with a high-level academic motivation profile have a high level of life satisfaction and a low level of academic procrastination. The results also show that students with medium-level academic motivation profiles have higher levels of life satisfaction than students with low-level academic motivation profiles. However, the academic procrastination level of students with medium-level academic motivation was found to be lower than that of students with a low-level academic motivation profile. © Common Ground Research Networks, Lindsay Asquith, Sumati Ahuja, All Rights Reserved.
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    Zorbalıkla Baş Etmeye Yönelik Bir Akran Destek Programının Etkililiği
    (2018) Günay, Şebnem; Can, Gürhan; 221066; 4656
    Bu araştırmada zorbalıkla baş etmeye yönelik akran destek programının, ortaokul öğrencilerinin zorbalıkla baş etme becerileri üzerindeki etkileri incelenmiştir. Çalışma grubunu; deney grubunda 42 öğrenci, akran yardımcısı grubunda 16 öğrenci ve kontrol grubunda 42 öğrenci olmak üzere toplam 100 katılımcı oluşturmuştur. Eşitlenmemiş control gruplu yarı-deneysel desende yürütülmüş olan araştırma karışık desen özelliklerini de yansıtmaktadır. Deney ve kontrol gruplarının ölçümlerinin karşılaştırılmasında ANCOVA ile tekrarlı ölçümler için ANOVA kullanılmıştır. Deney grubundan programla ilgili “görüşme tekniği” yoluyla elde edilen veriler içerik analizine tabi tutulmuştur. Gruplar arasında ön test, son test ve izleme testlerinden elde ettikleri ortalama puanlar açısından anlamlı bir farklılık bulunmamasına rağmen, kontrol grubunun kurban puanlarının deneyden sonra anlamlı düzeyde azaldığı tespit edilmiştir. Kontrol grubunun kurban puanlarının da son testte ve izleme testlerinde beklenmedik düzeylerde düşmesi kontrol edilememiş bir değişkenle ilişkili bulunmuştur. Deney grubu öğrencilerinin büyük çoğunluğu akran destek programının zorbalıkla baş etme becerilerini geliştirmede etkili olduğunu, uygulamadan fayda gördüklerini ifade etmişlerdir.