Bilişsel davranışçı yaklaşıma dayalı grup rehberliğinin akademik risk altındaki öğrencilerin akademik alandaki güdülenme, benlik saygısı, başarı ve sınav kaygısı düzeylerine etkisi
Özet
The purpose of this research is to investigate the effect of a group guidance program based on Cognitive-Behavioral Approach on academic motivation, academic self-esteem, academic achievement, and test anxiety levels. The experiment was designed according to pre-test post-test and follow-up procedure with experiment and control groups. The participants of the research were Ankara Kurtuluş High Schools students who were academically at risk. A total of 26 students, 13 for experimental group, and 13 for control group from 1st grade level. Three of the four dependent variables were measured by self-report measurements: Academic motivation measured by 'Academic Motivation Scale' developed by the author of this research, Academic self-esteem measured by 'Academic Self-Esteem' subscale of the 'Coopersmith Self- Esteem Scale', Test anxiety measured by Test Anxiety Scale'. Grade point average (GPA) was taken as academic achievement level. These three scales were given to both experimental and control groups as pre-test evaluation. As the same time GPA was collected from student records. In experimental group the 15 session group guidance program was employed developed by the researcher. In control group, a placebo experiment was implemented at the same length. The post-test was measures were collected after the experiments from both experiment and control group while GPA collected from student records. Follow-up measures for three scales were taken after three months from the end of the sessions. GPA records for follow-up measures were taken end of the second term. The data by analyzed by applying in Doubly Multivariate Analysis of Variance. The results demonstrated that the group guidance program based on Cognitive-Behavioral Approach affected academic motivation, academic self-esteem, and test anxiety levels. The results were interpreted in accordance with the application of Cognitive-Behavioral approach in academic settings, and the relations IIamong academic motivation, academic self-esteem, academic achievement, and test anxiety. Ill