Resilience in university entrance examination applicants: the role of learned resourcefulness, perceived social support, and gender

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2008
Dayıoğlu, Burcu
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The purpose of the study is to examine the differences in resilience scores of university entrance examination (UEE) applicants in terms of entrance time, graduation area, and school type variables, and to investigate the role of learned resourcefulness, perceived social support, and gender in predicting resilience scores of UEE applicants in the 2007-2008 academic year. The sample of the study consisted of 865 (505 females and 360 males) volunteered UEE applicants enrolled in twelve different private courses located in Ankara and three different private courses located in Bursa. Achievement-Related Negative Life Events Subscale of Life Events Inventory for University Students (Gençöz & Dinç, 2006; Oral, 1999) was employed as a screening measure. Furthermore, a demographic data form developed by the researcher, Rosenbaum’s Self-Control Schedule (Rosenbaum, 1980a; Siva, 1991), The Multidimensional Scale of Perceived Social Support (Eker & Arkar, 1995; Zimet, Dahlem, Zimet, & Farley, 1988), and Harter’s Self-Perception Profile for Adolescents (Harter, 1988; Şahin & Berkem-Güvenç, 1996) were used to collect data. One-way analysis of variance and multiple regression analysis were conducted to analyze the data. The results of one-way analysis of variance indicated that the groups of entrance time to university entrance examination (entering the exam for the first time, second time, or third time), graduation area (equally weighted, quantitative, or social sciences), and school type (General High School, Anatolian High School, Private High School, or Vocational High School) were not significantly different with respect to their resilience scores. On the other hand, the results of multiple regression analysis revealed that all the predictor variables (learned resourcefulness, perceived social support, and gender) were significant predictors which explained 19 % of the total variance in resilience scores. The study found that participants who reported high levels of learned resourcefulness, and perceived social support had higher resilience scores. In addition, being male was found to be associated with higher resilience scores.
Education.
http://etd.lib.metu.edu.tr/upload/2/12609845/index.pdf
https://hdl.handle.net/11511/18205
Graduate School of Social Sciences, Thesis

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Citation Formats
B. Dayıoğlu, “Resilience in university entrance examination applicants: the role of learned resourcefulness, perceived social support, and gender,” M.S. - Master of Science, Middle East Technical University, 2008.
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