12-15 Yaşlarındaki Öğrencilerin Bazı Sosyodemografik Özellikleri ve Aile İşlevselliği Algısı Arasındaki İlişki

Abstract

Aim: The aim of this study is to determine the relationship between family functionality perceptions of 12–15-year-old middle school students and sociodemographic variables. Methods: This descriptive study was conducted with 859 children between the ages of 12-15 in three primary schools. Data were collected using a survey form containing 14 questions about the students’ sociodemographic characteristics and the Family Assessment Scale (FAS) consisting of 60 items were used. Results: It was found that the highest average score of the students was in the 'roles' sub-dimension (28.81±2.71) and the lowest average score was in the 'problem-solving' sub-dimension (11.33±3.63) of the FAS, with the age of the students and the FAS sub-dimension. It was determined that the difference between all dimensions, gender, and “behavior control” was significant (p<0.05). The difference between maternal education level and all of the FAD sub-dimensions (p<0.05), and father education level and all sub-dimensions except problem-solving (Communication, Roles, Emotional Responsiveness, Showing Due Care, Behavior Control, General Functions) were significant (p<0.05). 0.05), among all sub-dimension items (PÇ, İLT, R, DTV, GİG, Gİ) except for 'behavior control' and family income level (p<0.05), children whose mothers and fathers are separated were 'showing the necessary attention' and it was determined that the difference between the sub-dimension mean scores of behavioral control were significant (p<0.05). Conclusion: One of the most important results of this study is that as the education level of mothers increases, students perceive their families more functional. Likewise, as the family income level increases, students perceive their families as more functional. This study is important in terms of determining the functional and non-functional areas of the family.