Çalışan ve çalışmayan çocukların arkadaşlık ilişkileri, sosyal destek algıları ve mükemmeliyetçiliklerinin incelenmesi

Abstract

Bu arastirmada, calisan ve calismayan cocuklarin arkadaslik iliskileri, sosyal destek algilari ve mukemmeliyetciliklerinin incelenmesi amaclanmistir. Arastirmaya mesleki egitim merkezlerinden 551, liselerden 839 olmak uzere toplam 1390 cocuk katilmistir. Arastirmanin veri toplama araclarini Genel Bilgi Formu, Arkadas Iliskileri Olcegi, Cocuk ve Ergenler Icin Sosyal Destek Degerlendirme Olcegi ve Cok Boyutlu Mukemmeliyetcilik Olcegi olusturmaktadir. Verilerin analizinde Mann Whitney U-Testi, Krulkal-Wallis Testi ve Korelasyon Katsayisi Onemlilik Testi uygulanmistir. Arastirma sonucunda cocuklarin calisma durumlarinin, calisan ve calismayan cocuklarin yaslarinin, calisan cocuklarin cinsiyetlerinin, calismayan cocuklarin anne ogrenim duzeylerinin Arkadas Iliskileri Olcegi’nin bazi alt boyutlarinda anlamli farklilik yarattigi gorulmustur (p 0.05), Arkadas Iliskileri Olcegi’nin toplam puani ile Cok Boyutlu Mukemmeliyetcilik Olcegi’nin toplam puani arasinda anlamli ve dogrusal bir iliski oldugu (p 0.05) tespit edilmistir.Abstract This study aimed to examine working and non-working children’s peer relationships, social support perceptions and perfectionism. A total of 1,390 children participated in the study. Of these, 551 were from vocational education centers and 839 were from high schools. Data collection tools used in the study included a General Information Form, Peer Relationships Scale, Social Support Evaluation Scale for Children and Adolescents, and Multidimensional Perfectionism Scale. Data were analyzed by using the Mann Whitney U-Test, Kruskal-Wallis Test and Correlation Coefficient Significance Test. Regarding the Peer Relationships Scale, the results showed that children’s work status created a difference in the Opening Self and Loyalty subdimensions; the age of working and non-working children caused a difference in the Loyalty subdimension; the gender of working children caused a difference in the Commitment, Opening Self and Loyalty subdimensions; the gender of non-working children in the Commitment and Opening Self subdimensions and the overall scale; mother’s educational status for non-working children caused a difference in the Opening Self subdimension and the overall scale; and father’s educational status for non-working children caused a difference in the Opening Self subdimensions and the overall scale (p 0.05); there was a meaningful and linear relationship between the overall score of the overall score of the Multidimensional Perfectionism Scale and that of the Peer Relationships Scale (p 0.05).