4. DISCUSSION AND RECOMMENDATION4.1 DiscussionIt was hypothesized in the present study that there would be a gender difference inhelp seeking attitudes of males and females. Significant differences were found between maleand female subjects. This finding is in line with previous studies which found that genderitself is a significant predictor of attitudes toward seeking professional psychological help(Nam et al., 2010; Sheffield et al., 2004). Many studies in the literature affirmed that femaleshave more positive attitudes towards psychological help seeking compared to males (Ang etal., 2004; Barwick et al., 2009; Gekoski & Knox, 2006; Kartalova-O’Doherty & Doherty,2010; Leong & Zachar, 1999; Mackenzie, Türküm, 2005; Nam et al., 2010; Özden, 2010;Svensson et al., 2009). The findings of the current study also supported previous research onthe effect of gender difference in attitudes toward psychological help-seeking and the resultsof the present study suggested that the attitudes to seeking psychological help in students wereremarkably more positive for female students.The reasons behind the difference between males and females in terms of theirattitudes towards seeking psychological help were investigated in several other studies. Thecontrast in this respect is mostly attributed to the reflection of gender role differences (Amit etal., 2009; Chan & Hayashi, 2010; Judd et al., 2008). Researchers affirmed that men’s socialstatus (Judd et al., 2008), lack of motivation, stigma attached to expressing feelings, the fearof intimacy (Silverberg, 1986), and the lack of fit with the culture of masculinity (Addis &Mahalik, 2003; Rochlen & Hoyer, 2005) may influence seeking help. However, these findingsdiffered from those of Furnham and Andrew (1996) who studied with Asians and a CaucasianBritish sample; Atkinson and Gim (1989) whose participants were Asian-American; and Bee-Gates, Howard-Pitney, LaFromboise, and Rowe (1996) who worked with Native American-Indian high school students had all found that there were no significant differences betweenmales and females with regards to the levels of attitudes towards help-seeking.In the literature, there are many contradictory findings about age variability and itseffect on attitude toward psychological help seeking. While some studies have found thatolder people have less favorable attitudes toward seeking psychological help than youngpeople (Lebowitz &Niederehe, 1992; Vessey & Howard, 1993), other studies have concludedthat older individuals associated with more positive attitude to help seeking than youngerindividuals (Al-Krenawi, Graham, Dean, & Eltaiba, 2004; Mackenzie, Gekoski & Knox,2006; Svensson, Nygard, Sorensen & Sandanger, 2009). In the current study, the results of thecorrelation analysis indicated that attitude toward psychological help seeking is negativelyassociated with age. In the present study, findings revealed that younger students indicated amore positive attitude than older students.In the present study the question of whether the faculty of students affects thestudents’ attitude toward psychological help seeking was also analyzed. The results of thestudy supported the previous research on the effect of faculty on attitudes towardpsychological help-seeking. Faculty of Engineering was found to have less positive attitudestoward help-seeking than Faculty of Education, Faculty of Arts and Sciences, Faculty of36
Economics and Administrative Science Faculty. The results of the study supported theprevious research on the relationship age and attitudes toward psychological help-seeking(Kılıç, 2001; Çebi, 2009). This difference among faculties might be the result of the femalepopulation, because the numbers of female participants in other faculties are relatively higherthan engineering faculty. Another reason of this difference might arise from being close tosocial sciences, while other faculties have more lecture and closeness to social sciencesubjects, engineering faculty students have a less closeness to social science issues.4.2 RecommendationThis study was carried out with students from METU. Therefore, future studies can beconducted to see if the findings of this study are consistent for other samples as well. Also,research in different Turkish universities could give more reliable and accurate results andconclusions about help seeking attitudes of all Turkish university students. Furthermore, thecurrent study included participants whose age ranged between 18 and 26, thus, futureresearchers may consider including a wider range in their study.Previous help seeking experience was accepted in the literature as one of the factorsthat has an influence on help seeking attitudes. Therefore, future research can focus onprevious help seeking experiences as a variable in relation to help seeking attitudes andgender.5. IMPLEMENTATIONS AND LIMITATIONS5.1 LimitationsThis study was carried out with students from METU. Therefore, future studies can beconducted to see if the findings of this study are consistent for other samples as well. Also,research in different Turkish universities could give more reliable and accurate results andconclusions about help seeking attitudes of all Turkish university students. Furthermore, thecurrent study included participants whose age ranged between 17 and 26, thus, futureresearchers may consider including a wider range in their study.Previous help seeking experience was accepted in the literature as one of the factorsthat has an influence on help seeking attitudes. Therefore, future research can focus onprevious help seeking experiences as a variable in relation to help seeking attitudes, earlymaladaptive schemas and attachment styles.5.2 ImplementationsRealizing the effect of different variables on attitudes towards professional helpseeking is the first step in understanding the reason of help seeking behavior and increasingthe use of counseling service. Investigating the relationship between various factors and helpseeking attitude may allow researchers to study other variables that have the greater amount37
- Page 1 and 2: ISSN: 2146-7676UFUK ÜNİVERSİTES
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- Page 18 and 19: REFERENCESAlagözlü, N. K. (1984).
- Page 20 and 21: APPENDIX A1 STUDENT QUESTIONNAIRE
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- Page 39 and 40: REFERENCESAddis, M. E., & Mahalik,
- Page 41 and 42: Koydemir-Özden, S. (2010). Self-as
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- Page 45 and 46: göre mesleki bakımdan daha önce
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ReferencesAkbari, R. (2007). Reflec
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Pollard, A. & Triggs, P. (1997) Ref
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1. GİRİŞEğitim ve program geli
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Genelgeçer tek bir bilimsel sürec
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Program geliştirmedeki yenilikleri
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-Elde ettiği sonuçlardan hareket
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“İnternet Üzerinden Öğrenme
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de sınıf içi dersler de öğrenm
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teknik ve pedagojik uzmanlar gerekt
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3. Proje ekibinin kurulması4. Plan
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KAYNAKÇABigdoli, H. (2004). The In
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110
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Hiçbir öğrenci bir diğeriyle ay
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İçerik sınıfta nelerin öğreti
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(MEB, 2006; Tomlinson, 2005). Ek ol
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- Öğrencilerden gereksinim duyduk
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desteklerine gereksinim duydukları
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KAYNAKÇAAlberto P. A, ve Troutman
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124
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1.GİRİŞBuradaki araştırma OECD
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öğretilenleri almışlar mı diye
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edileceğini araştırmaz, ancak bu
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yaşarlar: Çok fazla sayıda koşu
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• Birincil Stratejiler ve Destek
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ir dönemdir. Özellikle artan yaş
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2. Hipotez: Öğretmenlerin coğraf
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Tablo 7 Öğretmenlerin Coğrafi
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stratejileri”ne yönelik bilişse
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sonuçları χ 2 (12, N =407) = 13,
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sebebiyet verir. Bunun önemli bir
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KAYNAKÇAArtelt, C., Stanat, P., Sc
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Lieteratur. 10. Sonderheft: Lesesoz
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YAYIM ALANI, YAZIM KURALLARI ve YAZ
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• Birebir alımlar “…” İş