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Öğe Aggressiveness tendencies of the children exposed to domestic violence(2007) Ayan, SezerObjective: The aim of this study was to evaluate the aggression tendencies of the children who exposed to domestic violence and to determine the relation between these tendencies and sociocultural, economic, psychological and communicational features. Methods: The universe of the study is 6th, 7th and 8th grade students of 70 primary schools located in Sivas province. To form the sample group, the city was divided into three areas as low, intermediate and high levels in according with the social-economic and cultural levels and five schools from each, totally 15 schools were chosen to represent the different areas. Total 655 children were included into the study. Questionnaire forms and aggression scale were used to collect the data. Results: Sampling rates of the children exposed to violence by their mothers and fathers were 54% and 46%, respectively. The mean point of aggression scale of the children exposed to violence was 42.52±19.24, indicating that being exposed to violence increases the aggression scale. The most in fluent factors increasing the aggression scale of the children were number of individuals in the family and behavioral style of the mothers. On the other hand, the origin of the family, educational levels and jobs of the parents, income level of the family, the form of making decision in the family, presence of violence between father and mother, behavioral style of father, care level of the parents, being of his/her friends are known and are allowed to come home by the parents, afraid of parents and being able to hare the problems with the parents are not statistically significant factors for the points obtained from aggression scale.Öğe Aile içinde çocuğa yönelik şiddet(Sivas ilköğretim ikinci kademe öğrencileri üzerine bir inceleme)(Cumhuriyet Üniversitesi, 2007) Ayan, Sezer; Kocacık, FarukAile içinde çocuğa yönelik şiddet konulu bu araştırmanın amacı, ailenin sosyo-kültürel, ekonomik, psikolojik ve iletişimsel özelliklerinin çocuğa yönelik şiddet olaylarının yaşanmasında ne derece etkili olduğunu saptayabilmek ve şiddete uğrayan çocukların saldırganlık eğilimlerini ölçmektir. Araştırma iki aşamalı olup, ilk aşama araştırmanın kuramsal çerçevesine yönelik anahtar kavramlar ve konulardan oluşmaktadır. İkinci uygulama aşaması, çocukların aile içerisinde şiddete maruz kalmasında etkili olduğu düşünülen faktörler ışığında oluşturulan temel ve alt varsayımların test edilmesini içermektedir. Bulgular, Sivas merkez ilçe genelinde çocukların %54'ünün anneleri ve %46'sının da babalarından şiddet gördüğünü göstermektedir. Çocuğun aile içinde şiddete uğramasında etkili olan faktörler anne için; ailede yaşayan birey sayısı, annenin eğitim düzeyi, annenin mesleği, ailenin gelir düzeyi, annenin çocuğun arkadaşlarını tanıması ve onların eve gelmesine izin vermesi, baba için ise sadece çocuğun cinsiyetidir. Hem anne hem de baba için, ailede kararların alınma biçimi, anne baba arasında şiddetin varlığı, anne babanın çocuğa davranış tarzı, çocuğun anne babadan korkma ve sorunlarını anne babasıyla paylaşabilmesi etkili faktörlerdir. Ayrıca lojistik regresyon analizine göre anne için annenin eğitim durumu, anne baba arasında şiddetin var olma durumu ve annenin çocuğa davranış biçimi; baba için ise öğrencinin cinsiyeti, anne baba arasında şiddetin var olması ve babanın çocuğa davranış biçimi öğrencinin annesi ve babası tarafından şiddete maruz kalmasında istatistiksel olarak anlamlı bağımsız değişkenlerdir. Saldırganlık ölçeği varyans analizinden elde edilen sonuçlara göre, şiddete uğrayan öğrencilerin saldırganlık eğilimi daha fazladır ve saldırganlık ölçeği puanları ailede yaşayan birey sayısı ve annenin davranış tarzına göre anlamlı farklılık göstermektedir. Sonuç olarak; bu araştırmadan elde edilen veriler, aile içerisinde çocuğa yönelik şiddet olaylarında ailelerin sosyo-demografik özelliklerinden ekonomik, psikolojik ve iletişimsel özelliklerine kadar bir dizi faktörün değişen oranlarda, fakat birlikte etkili olduğunu göstermektedir.Öğe Examining the levels of self and ideal self perception of juvenile in terms of demographic and socioeconomic characteristics(CUMHURIYET UNIV TIP FAK PSIKIYATRI ANABILIM DALI, 2012) Ayan, SezerObjective: This study searches the levels of self and ideal self perception and the socio-economic levels of the children found guilty of a crime in houses for child care in Turkey. Methods: This study totally consists of 132 convicted child samples living in the houses for child care in Ankara, Izmir and Elazig in Turkey. The research data were gathered with a survey to determine the socioeconomic characteristics of the convicted children and Self-concept Scale for Lipsett Children. Findings: The general average of the scores the children got from the first part of the scale (self) is 3.61 and the general average they also got from the second part of the scale (ideal self) is 4.15. This shows that the levels of self perception of the children are lower than the levels of ideal self perception. Results of the analysis of variance indicate that there are meaningful differences in terms of many variables between the socioeconomic levels and self and ideal self perception levels of the children. (Anatolian Journal of Psychiatry 2012;13:59-66)Öğe Examining the levels of self and ideal self perception of juvenile in terms of demographic and socioeconomic characteristics(Cukurova University, Faculty of Medicine, 2012) Ayan, SezerObjective: This study searches the levels of self and ideal self perception and the socio-economic levels of the children found guilty of a crime in houses for child care in Turkey. Methods: This study totally consists of 132 convicted child samples living in the houses for child care in Ankara, Izmir and Elazi? in Turkey. The research data were gathered with a survey to determine the socioeconomic characteristics of the convicted children and Self-concept Scale for Lipsett Children. Findings: The general average of the scores the children got from the first part of the scale (self) is 3.61 and the general average they also got from the second part of the scale (ideal self) is 4.15. This shows that the levels of self perception of the children are lower than the levels of ideal self perception. Results of the analysis of variance indicate that there are meaningful differences in terms of many variables between the socioeconomic levels and self and ideal self perception levels of the children.Öğe Job satisfaction levels of high school teachers and affecting personal and institutional factors: a study of Sivas city(CUMHURIYET UNIV TIP FAK PSIKIYATRI ANABILIM DALI, 2009) Ayan, Sezer; Kocacik, Faruk; Karakus, HaticeObjective: The aim of this study was to investigate job satisfaction levels of high school teachers and to evaluate the affecting factors. Material and Methods: The universe of the study consisted of public high schools located in city centre of Sivas. Four hundred and eighty two teachers of total 1036 of the universe were included into the study. The data including age, gender, education status, marriage status, duration of career, institutional policy, income level, physical conditions and advancement conditions in career were collected by questionnaire form and job satisfaction scale. Results: Thirty-two percent and 68% of the responders of the questionnaire were female and male respectively. The mean point of the whole scale was 3.55 indicating that the job satisfaction of sample group was moderate. As the general satisfaction point reevaluated regarding differences in the teachers' characteristics, job satisfaction levels were significantly correlated with duration of career, having a chance of advancement in the career and being satisfied with management of his/her institution. The teachers who have carrier duration longer than one year, who have a chance of advancement in the carrier and who are satisfied with management of institution had a significantly higher job satisfaction level as compared to other groups. Discussion: Job satisfaction levels show significant differences only with duration of career, having opportunities of professional advancement and being satisfied with the operation of the institution. These data show that individual and institutional factors determine the level of job satisfaction together, and support the modern theories. (Anatolian Journal of Psychiatry 2009; 10: 18-25)Öğe Job satisfaction levels of high school teachers and affecting personal and institutional factors: A study of Sivas city(2009) Ayan, Sezer; Kocacik, Faruk; Karakuş, HaticeObjective: The aim of this study was to investigate job satisfaction levels of high school teachers and to evaluate the affecting factors. Material and methods: The universe of the study consisted of public high schools located in city centre of Sivas. Four hundred and eighty two teachers of total 1036 of the universe were included into the study. The data including age, gender, education status, marriage status, duration of career, institutional policy. income level physical conditions and advancement conditions in career were collected by questionnaire form and job satisfaction scale. Results: Thirty-two percent and 68% of the responders of the questionnaire were female and male respectively. The mean point of the whole scale was 3.55 indicating that the job satisfaction of sample group was moderate. As the general satisfaction point reevaluated regarding differences in the teachers characteristics, job satisfaction levels were significantly correlated with duration of career, having a chance of advancement in the career and being satisfied with management of his/her institution. The teachers who have carrier duration longer than one year, who have a chance of advancement in the carrier and who are satisfied with management of institution had a significantly higher job satisfaction level as compared to other groups. Discussion: Job satisfaction levels show significant differences only with duration of career, having opportunities of professional advancement and being satisfied with the operation of the institution. These data show that individual and institutional factors determine the level of job satisfaction together, and support the modern theories.Öğe Predictions of Aggression in Late Adolescence: Its Relationship with Academic Success and Traditional and Egalitarian Gender Perception in Sex Context: The Case of Turkey(Ege Üniversitesi, 2022) Ayan, SezerWhile gender roles determine people's self-perceptions and how they will behave, it is stated that individuals with sexist or egalitarian attitudes are likely to develop high or low self-images in parallel with these attitudes and tend to negative behaviors such as aggression. In this study, it is aimed to determine the effects of university students' perceptions of academic achievement and traditional and egalitarian gender perceptions on aggressive tendencies in emotional, cognitive and instrumental dimensions. The population of the research consists of 805 (234 female and 635 male) students studying at state universities in 5 regions of Turkey. A questionnaire form, self-perception, gender-perception and aggression scales were used to obtain the data. The data obtained from the research shows that the perceptions of academic achievement are moderate and equal in male and female students; gender perceptions are weak below average in the traditional dimension, but high and strong for both genders at the egalitarian level; shows that traditional perceptions of gender and academic achievement are inversely related to the four dimensions of aggression, but no relationship can be established between the perception of egalitarian gender and any dimension of aggression. When evaluated according to genders, it has been determined that women with sexist attitudes and low academic achievement perception have more anger and hostile tendencies, while men with sexist attitudes and low academic achievement perception have hostile and verbally aggressive tendencies. It was determined that while women experienced their aggression tendencies more in emotional and cognitive dimensions, men experienced their aggression tendencies in cognitive and instrumental dimensions. Regardless of gender, the traditional gender perception of being weak has a decreasing effect on aggressive tendencies, as opposed to a strong perception of traditional gender which has an increasing effect on such tendencies, being a male has a direct positive effect on physically aggressive tendencies.Öğe Receiving disciplinary punishment at school, being exposed to family violence(2011) Ayan, SezerObjective: In this study, it has been aimed at determining the relation between the students' exposing to family violence and their receiving disciplinary punishment at school. Methods: The sampling was formed by 408 students. Two hundred and four of these students were the ones who received disciplinary punishment at school and the other 204 students were the ones who did not receive any disciplinary punishment. In the research, a questionnaire form containing 65 questions were used in order to measure the socio-economical characteristics, family structures and family relations. Results: 25.5% of the students receiving disciplinary punishment were girls and 74.5% of them were boys; 38.2% of the students receiving no disciplinary punishment were girls and 61.8% of them were boys. According to the analysis results, the possibility of receiving disciplinary punishment at school increases in the ratio of 90% according to the parents' quarrelling frequently, 72% according to the mother's being exposed to verbal violence by the father and 70% according to the mother's being exposed to both verbal and physical violence by the father. The possibility of receiving disciplinary punishment at school decreases in the ratio of 38% when the mother behaves positively to the child rather than she behaves negatively and 74% when the father behaves positively to the child rather than he behaves negatively. The possibility of receiving disciplinlinary punishment at school increases in the ratio of 47% when the student is exposed to both verbal and physical violence by his/her mother rather than he/she is not and in the ratio of 99% when the student is exposed to both verbal and physical violence rather than he/she is not Discussion: The results show that the students who have received disciplinary punishment expose to more family violence than the ones who haven't received any disciplinary punishment. However, the fact that there are also some students witnessing or exposing to violence among the ones who have not received any disciplinary punishment indicate that exposing to family violence isnot the single factor in receiving disciplinary punishment at school.Öğe Receiving disciplinary punishment at school, being exposed to family violence(CUMHURIYET UNIV TIP FAK PSIKIYATRI ANABILIM DALI, 2011) Ayan, SezerObjective: In this study, it has been aimed at determining the relation between the students' exposing to family violence and their receiving disciplinary punishment at school. Methods: The sampling was formed by 408 students. Two hundred and four of these students were the ones who received disciplinary punishment at school and the other 204 students were the ones who did not receive any disciplinary punishment. In the research, a questionnaire form containing 65 questions were used in order to measure the socio-economical characteristics, family structures and family relations. Results: 25.5% of the students receiving disciplinary punishment were girls and 74.5% of them were boys; 38.2% of the students receiving no disciplinary punishment were girls and 61.8% of them were boys. According to the analysis results, the possibility of receiving disciplinary punishment at school increases in the ratio of 90% according to the parents' quarrelling frequently, 72% according to the mother's being exposed to verbal violence by the father and 70% according to the mother's being exposed to both verbal and physical violence by the father. The possibility of receiving disciplinary punishment at school decreases in the ratio of 38% when the mother behaves positively to the child rather than she behaves negatively and 74% when the father behaves positively to the child rather than he behaves negatively. The possibility of receiving disciplinlinary punishment at school increases in the ratio of 47% when the student is exposed to both verbal and physical violence by his/her mother rather than he/she is not and in the ratio of 99% when the student is exposed to both verbal and physical violence rather than he/she is not Discussion: The results show that the students who have received disciplinary punishment expose to more family violence than the ones who haven't received any disciplinary punishment. However, the fact that there are also some students witnessing or exposing to violence among the ones who have not received any disciplinary punishment indicate that exposing to family violence is not the single factor in receiving disciplinary punishment at school. (Anatolian Journal of Psychiatry 137-142)Öğe Saldırganlığın Yordayıcıları: Benlik İstikrarsızlığı, Sosyo- Demografik ve Ailesel Faktörlerle İlişkisi “Türkiye Örneği”(Ege Üniversitesi, 2022) Ayan, SezerSaldırganlık başkalarına kasıtlı olarak fiziksel veya psikolojik zarar verme niyetiyle yapılan bir davranıştır. Birçok çalışma da gençler arasında saldırgan davranışların tezahüründen sorumlu birkaç faktör tanımlamıştır. Bunlar arasında benlik istikrarsızlığı saldırganlığı yordadığı belirtilen önemli risk faktörleri arasında sayılır. Bu çalışmada benliğin heterojen bir yapıda olduğu düşüncesinden hareketle, gençlerin çeşitli yaşam alanları karşısında kendilerini algılayış biçimleri ile sosyo-demografik ve ekonomik özelliklerinin saldırganlık eğilimlerine etkisinin tespiti amaçlanmaktadır. Araştırmanın evrenini Türkiye’nin 5 bölgesinde devlet üniversitelerinde öğrenim gören (toplam 931, 669 kız ve 261 erkek) öğrenci oluşturmaktadır. Verilerin elde edilmesinde anket soru formu, benlik algısı ölçeği ve saldırganlık ölçeği kullanılmıştır. Araştırmadan elde edilen veriler; katılımcıların saldırganlık eğilimleri ile zeka, kişilik, yakın ilişki ve arkadaşlık benlik alt boyutları arasında negatif, cinsiyet, ailenin aylık geliri, anne ve babanın cezalandırıcı tutumlara sahip olması ve annenin eğitim durumu arasında ise pozitif yönde anlamlı bir fark olduğunu; kadınların daha çok öfkeli ve düşmanca eğilimlere, erkeklerin ise yine öfkeli ve sözlü olarak saldırgan eğilimlere sahip olduklarını göstermektedir. Bir başka ifade ile kadınlar öfkelerini araçsal eylemlere dönüştürmeden bilişsel boyutta düşmanca eğilimler ile yaşamaktayken, erkeklerin öfkelerini sözlü boyutta saldırgan eylemlere dönüştürdükleri gözlenmiştir.Öğe The Relation between the Level of Job Satisfaction and Types of Personality in High School Teachers(Edith Cowan Univ, 2010) Ayan, Sezer; Kocacik, FarukTeachers are loaded important responsibilities in educational process. The productivity and effectiveness of them are influenced by promotion, charging, job security, technological level, course load and working schedule which all are determined mostly by their institutions and influenced by noncognitive characteristics such as age, gender, family structure and finally influenced by personality types and characteristics, attitudes and behaviors, social values, competency and other personality characteristics of teachers. Purpose of this study was to establish the relationship between the level of job satisfaction of high school teachers and types of personality and to evaluate the differences of the levels of job satisfaction in accordance with the personality features. Method: The study covers teachers working in state schools in the central sub province of Sivas. Total number of the teachers work in 25 high schools at the area was one thousand and thirty-six. Fifty percent of the schools were included into the sample, and questionnaire was applied to 482 teachers. Data of the study were obtained from the questionnaire that determined the socio-demographic characteristics of the teachers, occupational satisfaction scale that determined their job satisfaction and the personality scale that determined their personality characteristics. Findings: Thirty-two percent of the teachers that answered the questionnaire were women and sixty-eight percent were males. The average score given by the teachers to all the statements in the scale in general is (O=3.55); and it is seen that teachers are satisfied with their jobs near to an intermediary level. It is seen that more than half (62%) of the teachers have extrovert personalities. Proportion of the teachers with introvert personalities within the sample was 32%. When the differences of points that teachers obtained in the job satisfaction scale and points obtained for each of the statements included in the scale used to evaluate their personality characteristics were compared, it was found that their job satisfaction showed significant differences in terms of characteristics of liking competence, being ambitious in the social area and occupation, getting angry easily, and hiding their feelings.
