Lise öğrencilerinde kişilerarası ilişki tarzlarının yordayıcıları

Abstract

Bu çalışmanın amacı, ergenliğin orta evresi içerisinde yer alan lise öğrencilerinin kişilerarası ilişki tarzlarını etkileyen faktörleri belirlemektir. Bu araştırma, lise öğrencilerinin kişilerarası ilişki tarzlarının; bağlanma stilleri, iletişim becerileri ve problem çözme becerileri ile olan ilişkisini açıklamaya dönük betimsel bir çalışmadır. Araştırma, amacına uygun olarak tesadüfi küme örnekleme seçimi ile Muğla il merkezindeki dört farklı lisede öğrenim gören 400 kişi üzerinde (200 kız; 200 erkek) gerçekleştirilmiştir. Araştırmada Bilgi Formu, Kişilerarası İlişkiler Tarzı Ölçeği, İlişki Ölçekleri Anketi, İletişim Becerileri Envanteri ve Problem Çözme Envanteri kullanılmıştır. Veri analizleri için SPSS/WINDOWS -14.0- programı kullanılmıştır. Veriler, çok yönlü hiyerarşik regresyon analizi ve korelasyon kullanılarak SPSS/WINDOWS programı ile incelenmiştir. Araştırma bulguları, bağlanma stilleri, iletişim becerileri ve problem çözme becerilerinin kişilerarası ilişki tarzlarının önemli yordayıcıları olduğunu göstermiştir. Araştırma sonuçları, önceki bulgular ışığında kişilerarası ilişki tarzları kapsamında başka araştırma ve uygulamalara da yol gösterecek bağlamda tartışılmıştır.

The aim of this study is to determine the factors influencing interpersonal relationship styles of high school students -in the adolescent period which involves very difficult and complex experiences for individuals. In this context, the effects of attachment styles, communication skills, and problem solving skills of a group of high school students on their interpersonal relationship styles were investigated. The other purpose of the study was to present the effects of attachment styles, communication skills, and problem solving skills on the students& #8217; interpersonal relationship styles with respect to gender, age, and grades. Interpersonal relationships are a major source of happiness and a buffer against stress. Through interpersonal relationships, individuals receive instrumental help for tasks and challenges, emotional support in their daily lives, and companionship in shared activities. Conversely, the loss of relationship is a source of unhappiness and distress. Interpersonal relationships are also important for social and emotional development. For example, during childhood and adolescence, key aspects of development involve, and rely on, positive relationships. Interpersonal relationships are also a critical factor in young people& #8217; s engagement and motivation in close relationships. In the context of a high school student& #8217; s life, positive emotional attachments to parents, peers, and teachers promote not only healthy interpersonal, emotional, and intellectual functionining but also positive feelings of self-worth and self-esteem. Attachment theory (Bowlby, 1969, 1980, 1988) has become one of the most influential frameworks for studying close relationships across the life span, and the study of adult attachment has led to many insights concerning adolescent and adult interpersonal relationships. Attachment theory explains how a person& #8217; s primary orientation to close relationships arises in the years from infancy through adolescence and what kinds of attachment orientations, or attachment styles, result from particular kinds of experiences in close relationships. Bartholomew and Horowitz (1991), posit two orthogonal dimensions that, in combination, yield four main attachment styles. One dimension measures self-image along a negative or positive continuum; the other measures one& #8217; s positive or negative image of others. Individuals with a secure attachment (positive self, positive other) are presumed to have internalized a sense of self-worth and a trust that others will be available and supportive; they are autonomous, yet comfortable seeking and expecting support from others. Fearful individuals (negative self, negative other) view others as uncaring and unavailable; they view themselves as unlovable. Fearful individuals avoid intimacy out of fear that they will be hurt by the other person or by eventual abandonment. They have a negative working model of both self and others. Preoccupied individuals (negative self, positive other) are preoccupied with attachment needs and depend overly on others for personal validation, acceptance and approval. They are anxious and clingy in relationships and have a negative working model of self and a positive working model of others. Dismissing individuals (positive self, negative other) distance themselves from others, viewing themselves as self-reliant and invulnerable to rejection by others. Everybody -especially adolescents- needs to communicate and have effective interpersonal relationships skills. Communication is the process of gathering meaning from the world around us and using verbal and non-verbal messages to share this meaning with others. More specifically, interpersonal communication can be defined as; a distinctive, transactual form of human communication involving mutual influence, usually for the purpose of managing relationships. Interpersonal communication is extremely complex and encompasses many different themes and issues that affect many aspects of our daily lives. The ability to communicate and interact effectively with other people is associated with a number of positive psychological and social consequences. This ability has variously been referred to as social skill, communication competence, or social competence. For example, people with good social skills or communication competence tend to have higher self-esteem, satisfaction with social interaction, and perceived social support, relative to those with inadequate social skills. It is also the case that deficits in interpersonal communication skills are associated with an extensive list of psychosocial problems such as loneliness, anxiety, and depression. Problem solving is defined as interpersonal, intrapersonal, or social problem solving and is a complex, covert or overt cognitive-affective-behavioral process used to generate a variety of potential solutions or responses to a problem. Interpersonal problem solving has been defined as the cognitive-affective- behavioral process by which an individual, couple, or group attempts to identify or discover effective solutions for problematic situations encountered in everyday living (D& #8217; Zurilla & Nezu, 1990). Interpersonal problem solving deals with all types of problems in living, including impersonal problems (e.g., insufficient finances, property damage), intrapersonal problems (e.g., emotional, behavioral, or health problems), and interpersonal problems (e.g., problems or disputes with others). The deficiencies interpersonal problem solving have been associated with & #8220; mental health& #8221; problems. Several authors have found a relationship between interpersonal problem solving deficits and types of adjustment, emotional, and behavioral problems in adolescents. The general research model was adopted for this study. The sample set of the research was taken from four different high schools in Mugla by the random set sampling method. The participants were 400 (200 girls; 200 boys) who took part in the study voluntarily. Main instruments are & #8220; Information Form& #8221; , & #8220; Interpersonal Relationships Style Scale& #8221; , & #8220; Relationship Scales Questionnaire& #8221; , & #8220; Communication Skills Inventory& #8221; , and & #8220; Problem Solving Inventory& #8221; . SPSS for WINDOWS was used for data analysis. Multiple hierarchical regression analysis was used for explaining students& #8217; interpersonal relationship styles; correlational statistics was also employed to search for relationships among all variables. The findings showed that the attachment styles, communication skills, and problem solving skills important predictors of interpersonal relationship styles. On the other hand, results also showed that the gender, age, grade, and socio-economic status of adolescents have not statistically significant effect on their interpersonal relationship styles. It can be concluded from the findings of the present study that there are significant relationships among interpersonal relationship styles, attachment styles, communication skills, and problem solving skills of high school students. The results are discussed in the light of previous findings and in the context of interpersonal relationship styles, attachment styles, communication skills, and problem solving skills conducting future research for implications as well. But further research should be directed at replication of the present study using a larger sample of adolescents in order to explore the relations among interpersonal relationship styles, attachment styles, communication skills, and problem solving skills more thoroughly.