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Suriyeli mülteci, Yurt İçi Göç Yaşamış ve Göç Yaşamamış İlkokul Öğrencilerinde Okul Nezaketi ve Öğrenci Kovitalitesinin Araştırılması

Year 2021, Volume: 11 Issue: 1, 51 - 66, 30.04.2021

Abstract

Bu çalışmanın amacı, Suriye İç Savaşı'ndan sonra Türkiye'ye göç eden Suriyeli mülteci öğrencilerin bulunduğu, Türk ilköğretim okullarındaki okulu nezaket algısını ve öğrenci kovitalitesini araştırmaktır. Çalışma 112 Suriyeli göçmen, 54 yurt içi göçmen, 324 yerli olmak üzere toplam 493 ilkokul dördüncü sınıf öğrencisi ile gerçekleştirilmiştir. Okul nezaketini ölçmek için Okul Nezaket Ölçeği (ONÖ) ve öğrenci kovitalitesini ölçmek için Okul Pozitif Yaşantıları Ölçeği (OPYÖ) kullanılmıştır.Araştırmada ilk olarak, bu iki ölçme aracı, Türkçe konuşan Suriyeli mülteci öğrenciler için geçerlilik ve güvenilirlik kanıtları açısından incelenmiştir. Daha sonra, ONÖ ve OPYÖ puanlarının cinsiyet ve göçmen (mülteci, yurt içi göç yaşamış, hiç göç yaşamamış) gruplarına göre farklılaşıp farklılaşmadığı, bağımsız örneklem t testi, ANOVA ve Kruskal Wallis H testi kullanılarak karşılaştırılmıştır. Son olarak, okul nezaketinin öğrenci kovitalitesi üzerindeki yordayıcı rolü basit doğrusal regresyon analizi ile incelenmiştir. Bulgular, kız öğrencilerin hem ONÖ [t(449.55)= 1.89, p=.01] hem de OPYÖ [t(491)= 3.15, p=.00] puanlarının erkeklerden anlamlı derecede daha yüksek olduğunu göstermiştir. Göçmen gruplarına (mülteci, yurt içi göç yaşamış, hiç göç yaşamamış) göre ONÖ ve OPYÖ puanları bakımından anlamlı bir fark bulunmamıştır. Son olarak okul nezaketinin, öğrenci kovitalitesi üzerinde yordayıcı rolünün olduğu bulunmuştur.

References

  • Alegria, M., Canino, G., Shrout, P. E., Woo, M., Duan, N., Vila, D., … Meng, X.-L. (2008). Prevalence of mental illness in immigrant and non-immigrant u.s. latino groups. American Journal of Psychiatry, 165(3), 359–369.
  • Aydin, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473.
  • Azar, M. (10 January 2014). Bringing learning to Syrian refugee children in Lebanon. Retrieved from https://www.unicef.org/infobycountry/70207_71753.html [accessed 10 April 2019].
  • Balcı, A. (2015). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara:Pegem.
  • Beste, A. (2015). Education provision for Syrian refugees in Jordan, Lebanon and Turkey Preventing a “Lost Generation”. Retrieved from https://i.unu.edu/media/gcm.unu.edu/publication/2352/AliceBestePolicyReport2015EducationRefugeesFinal.pdf [accessed 10 April 2019].
  • Binfet, J. T., Gadermann, A. M., & Schonert-Reichl, K. A. (2016). Measuring kindness at school: Psychometric properties of a School Kindness Scale for children and adolescents. Psychology in the Schools, 53(2), 111-126.
  • Bircan, T. & Sunata, U. (2015). Educational assessment of Syrian refugees in Turkey. Migration Letters, 12(3), 226-237.
  • Çalışkan, B. (2019). Suriyeli mülteci, yurt içi göç yaşamış ve göç yaşamamış ilkokul öğrencilerinde öğrenci kovitalitesi ve okul nezaketinin araştırılması. (Yayımlanmamış yüksek lisans tezi). Bursa Uludağ Üniversitesi, Bursa.
  • Ceri, V., & Nasiroglu, S. (2018). The number of war-related traumatic events is associated with increased behavioral but not emotional problems among Syrian refugee children years after resettlement. Archives of Clinical Psychiatry (São Paulo), 45(4), 100–105.
  • Charles, L. and Denman, K. (2013). Syrian and Palestinian Syrian Refugees in Lebanon: the plight of women and children. Journal of International Women's Studies, 14(5), 96-111.
  • Deniz, A. C., Hulur, A.B. & Ekinci, Y. (2016). Göç, strateji ve taktik: Suriyeli sığınmacıların gündelik hayat deneyimleri (Migration, strategy and tactic: everyday life experiences of the Syrian asylumseekers). Uluslararası Sosyal Araştırmalar Dergisi (The Journal of International Social Research), 9 (42), 1077- 1087.
  • Frank, K., Hou, F., & Schellenberg, G. (2016). Life satisfaction among recent immigrants in Canada: Comparisons to source-country and host-country populations. Journal of Happiness Studies, 17, 1659-1680.
  • Furlong, M., Dowdy, E. & Nylund-Gibson, K. (2019). Social Emotional Health Survey System Publications Project Covitality: A school mental wellness and thriving student development initiative. Retrieved from https://www.researchgate.net/publication/330335372_Social_Emotional_Health_Survey_System_Publications_Project_Covitality_A_school_mental_wellness_and_thriving_student_development_initiative_Gevirtz_Graduate_School_of_Education_International_Center_for/citations [accessed 20 April 2019].
  • Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the positive experiences at school scale for elementary school children. Child Indicators Research, 6, 753–775.
  • Gencer, T. E. (2017). Göç ve eğitim ilişkisi üzerine bir değerlendirme: Suriyeli çocukların eğitim gereksinimi ve okullaşma süreçlerinde karşılaştıkları güçlükler (An evaluation of the relationship of immigration and education: education needs of the Syrian refugee children and challenges of exposed delays in schooling processes). Journal of International Social Research, 10(54), 838-851.
  • Hofferth, S. L., & Moon, U. J. (2016). How do they do it? The immigrant paradox in the transition to adulthood. Social Science Research, 57, 177–194. Human Rights Watch Report. (2015). ‘When I picture my future, I see nothing’ barriers to education for Syrian refugee children in Turkey. Retrieved from https://www.hrw.org/et/node/283247 [accessed 20 April 2019].
  • Ito, A., Smith, D. C., You, S., Shimoda, Y., & Furlong, M. J. (2015). Validation and utility of the social emotional health survey—secondary for Japanese students. Contemporary School Psychology, 19, 243–252.
  • Kanak, M., & Ozen, M. (2018). Türkiye’de geçici koruma altında bulunan Suriyeli ergenlerin geleceğe dair umut düzeylerinin incelenmesi (Examination of the level of hope for future of the Syrian adolescents under temporary protection in Turkey). MANAS Sosyal Araştırmalar Dergisi (MANAS Journal of Social Studies), 7(1), 455-476.
  • Kaya-Memiş, A. & Oğuz-Duran, N. (2019). İlkokul Öğrencilerinde Okul Nezaket Algısı ve Psikolojik ve Duygusal İyi Oluş Arasındaki İlişkinin Cinsiyete göre İncelenmesi. İlköğretim Online (Elementary Online), 18(4), 1671-1686.
  • Matthews, J. (2008). Schooling and settlement: Refugee education in Australia. International Studies in Sociology of Education, 18(1), 31-45.
  • MoNE (2016). Suriyeli öğrenciler için 4 bin 200 öğretmen alımı yapılacak (4 thousand 200 teachers will be purchased for Syrian students). Retrieved from http://www.meb.gov.tr/suriyeli-ogrenciler-icin-4-bin-200-ogretmen-alimiyapilacak/haber/12204/tr (accessed 15 November 2016).
  • Nicolai, S., & Triplehorn, C. (2003). The role of education in protecting children in conflict. Network Paper: Humanitarian Practice Network (HPN), 42, 1-36. Oguz-Duran, N. & Kaya-Memis, A. (2017). An investigation of relationship between students’ perceived school kindness and school attachment. The online Journal of Counseling and Education, 6(3), 1-13.
  • Platform of watching for Asylum Seekers Coming From Syria to Istanbul (2013): Yok sayılanlar; kamp dışında yaşayan Suriye’den gelen sığınmacılar, İstanbul örneği (Ignored; Asylum seekers from Syria living outside the camps, Istanbul case). Retrieved from http://www.ihd.org.tr/yok-sayilanlar-kamp-disindayasayan-suriyeden-gelen-siginmacilar-istanbul-ornegi/ [accessed 20 April 2019].
  • Renshaw, T. R. (2017). Technical adequacy of the Positive Experiences at School Scale with adolescents. Journal of Psychoeducational Assessment, 35, 323–335. Senik, C. (2014). The French Unhappiness Puzzle: The Cultural Dimension of Happiness. Journal of Economic Behavior & Organization, 106, 379–401.
  • Sinclair, M. (2011). Education in emergencies. In (Ed.). Learning for a Future: Refugee Education in Developing, (pp. 1-84). Geneva: UNHCR.
  • Sirin, S. R., & Rogers-Sirin, L. (2015). The educational and mental health needs of Syrian refugee children. Washington, DC: Migration Policy Institute.
  • Takeuchi, D. T., Alegrıa, M., Jackson, J. S., & Williams, D. R. (2007). Immigration and mental health: Diverse findings in Asian, Black, and Latino populations. American Journal of Public Health, 97, 11-12.
  • Telef, B. B. (2016). Okulda pozitif yaşantılar ölçeği geçerlik ve güvenirlik çalışması. Journal of Human Sciences, 13(2), 2475-2487.
  • Temporary Protection Regulation (November 22, 2014). Official Gazette of the Republic of Turkey, No: 6203.
  • UN High Commissioner for Refugees (UNHCR) (November 2013). The Future of Syria: Refugee Children in Crisis. Retrieved from https://www.refworld.org/docid/529c3b4d4.html [accessed 10 April 2019].
  • UNESCO. (2011). The hidden crisis: Armed conflict and education. No lost generation: Protecting the future of children affected by the crises in Syria. Paris: UNESCO.
  • Watkins, K., & Zyck, S.A. (2014). Living on hope, hoping for education-The failed response to the Syrian refugee crisis. Retrieved from https://www.odi.org/sites/odi.org.uk/files/odi-assets/publicationsopinion-files/9169.pdf [accessed 10 April 2019].
  • Yurdabakan, İ., & Uz Bas, A. (2018). Factor structure, measurement invariance, criterion validity, and reliability of the School Kindness Scale: Turkish middle school sample. Journal of Psychoeducational Assessment, 1-14.
  • Yavcan, B., & El-Ghali, H. A. (2017). Hıgher educatıon and Syrıan refugee students: The case of Turkey. Beirut: Issam Fares Institute for Public Policy and International Affairs.

Investigation of School Kindness and Student Covitality Among Syrian Refugee Students, Turkish Internally Displaced Students and Natives at Turkish Primary Schools: The Case of Bursa

Year 2021, Volume: 11 Issue: 1, 51 - 66, 30.04.2021

Abstract

The purpose of the present study was to investigate school kindness and student covitality in Turkish primary schools which hosting Syrian refugee students. The study was carried out with 493 students (22,70% Syrian refugees, 11% Turkish internally displaced, 65,70% native). The School Kindness Scale (SKS) was used to measure school kindness. Additionally, the Positive Experiences at School Scale (PEASS) was used to measure student covitality. In this research, firstly, SKS and PEASS scores across gender and immigration groups (refugee, Turkish internally displaced, native) were compared by using independent samples t-test, ANOVA, and Kruskal Wallis H test. Secondly, the predictive role of school kindness on student covitality was examined through simple linear regression analysis. Results showed that, females scored significantly higher than males on both SKS scores [t(449.55)= 1.89, p=.01] and PEASS scores [t(491)= 3.15, p=.00]. No significant differences were found on SKS scores [F(2;487)= 2.03, p=.13] and PEASS scores [χ2 (2)= .98, p= .61] among the three immigration groups . Finally, school kindness was found as a significant predictor of student covitality.

References

  • Alegria, M., Canino, G., Shrout, P. E., Woo, M., Duan, N., Vila, D., … Meng, X.-L. (2008). Prevalence of mental illness in immigrant and non-immigrant u.s. latino groups. American Journal of Psychiatry, 165(3), 359–369.
  • Aydin, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473.
  • Azar, M. (10 January 2014). Bringing learning to Syrian refugee children in Lebanon. Retrieved from https://www.unicef.org/infobycountry/70207_71753.html [accessed 10 April 2019].
  • Balcı, A. (2015). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara:Pegem.
  • Beste, A. (2015). Education provision for Syrian refugees in Jordan, Lebanon and Turkey Preventing a “Lost Generation”. Retrieved from https://i.unu.edu/media/gcm.unu.edu/publication/2352/AliceBestePolicyReport2015EducationRefugeesFinal.pdf [accessed 10 April 2019].
  • Binfet, J. T., Gadermann, A. M., & Schonert-Reichl, K. A. (2016). Measuring kindness at school: Psychometric properties of a School Kindness Scale for children and adolescents. Psychology in the Schools, 53(2), 111-126.
  • Bircan, T. & Sunata, U. (2015). Educational assessment of Syrian refugees in Turkey. Migration Letters, 12(3), 226-237.
  • Çalışkan, B. (2019). Suriyeli mülteci, yurt içi göç yaşamış ve göç yaşamamış ilkokul öğrencilerinde öğrenci kovitalitesi ve okul nezaketinin araştırılması. (Yayımlanmamış yüksek lisans tezi). Bursa Uludağ Üniversitesi, Bursa.
  • Ceri, V., & Nasiroglu, S. (2018). The number of war-related traumatic events is associated with increased behavioral but not emotional problems among Syrian refugee children years after resettlement. Archives of Clinical Psychiatry (São Paulo), 45(4), 100–105.
  • Charles, L. and Denman, K. (2013). Syrian and Palestinian Syrian Refugees in Lebanon: the plight of women and children. Journal of International Women's Studies, 14(5), 96-111.
  • Deniz, A. C., Hulur, A.B. & Ekinci, Y. (2016). Göç, strateji ve taktik: Suriyeli sığınmacıların gündelik hayat deneyimleri (Migration, strategy and tactic: everyday life experiences of the Syrian asylumseekers). Uluslararası Sosyal Araştırmalar Dergisi (The Journal of International Social Research), 9 (42), 1077- 1087.
  • Frank, K., Hou, F., & Schellenberg, G. (2016). Life satisfaction among recent immigrants in Canada: Comparisons to source-country and host-country populations. Journal of Happiness Studies, 17, 1659-1680.
  • Furlong, M., Dowdy, E. & Nylund-Gibson, K. (2019). Social Emotional Health Survey System Publications Project Covitality: A school mental wellness and thriving student development initiative. Retrieved from https://www.researchgate.net/publication/330335372_Social_Emotional_Health_Survey_System_Publications_Project_Covitality_A_school_mental_wellness_and_thriving_student_development_initiative_Gevirtz_Graduate_School_of_Education_International_Center_for/citations [accessed 20 April 2019].
  • Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the positive experiences at school scale for elementary school children. Child Indicators Research, 6, 753–775.
  • Gencer, T. E. (2017). Göç ve eğitim ilişkisi üzerine bir değerlendirme: Suriyeli çocukların eğitim gereksinimi ve okullaşma süreçlerinde karşılaştıkları güçlükler (An evaluation of the relationship of immigration and education: education needs of the Syrian refugee children and challenges of exposed delays in schooling processes). Journal of International Social Research, 10(54), 838-851.
  • Hofferth, S. L., & Moon, U. J. (2016). How do they do it? The immigrant paradox in the transition to adulthood. Social Science Research, 57, 177–194. Human Rights Watch Report. (2015). ‘When I picture my future, I see nothing’ barriers to education for Syrian refugee children in Turkey. Retrieved from https://www.hrw.org/et/node/283247 [accessed 20 April 2019].
  • Ito, A., Smith, D. C., You, S., Shimoda, Y., & Furlong, M. J. (2015). Validation and utility of the social emotional health survey—secondary for Japanese students. Contemporary School Psychology, 19, 243–252.
  • Kanak, M., & Ozen, M. (2018). Türkiye’de geçici koruma altında bulunan Suriyeli ergenlerin geleceğe dair umut düzeylerinin incelenmesi (Examination of the level of hope for future of the Syrian adolescents under temporary protection in Turkey). MANAS Sosyal Araştırmalar Dergisi (MANAS Journal of Social Studies), 7(1), 455-476.
  • Kaya-Memiş, A. & Oğuz-Duran, N. (2019). İlkokul Öğrencilerinde Okul Nezaket Algısı ve Psikolojik ve Duygusal İyi Oluş Arasındaki İlişkinin Cinsiyete göre İncelenmesi. İlköğretim Online (Elementary Online), 18(4), 1671-1686.
  • Matthews, J. (2008). Schooling and settlement: Refugee education in Australia. International Studies in Sociology of Education, 18(1), 31-45.
  • MoNE (2016). Suriyeli öğrenciler için 4 bin 200 öğretmen alımı yapılacak (4 thousand 200 teachers will be purchased for Syrian students). Retrieved from http://www.meb.gov.tr/suriyeli-ogrenciler-icin-4-bin-200-ogretmen-alimiyapilacak/haber/12204/tr (accessed 15 November 2016).
  • Nicolai, S., & Triplehorn, C. (2003). The role of education in protecting children in conflict. Network Paper: Humanitarian Practice Network (HPN), 42, 1-36. Oguz-Duran, N. & Kaya-Memis, A. (2017). An investigation of relationship between students’ perceived school kindness and school attachment. The online Journal of Counseling and Education, 6(3), 1-13.
  • Platform of watching for Asylum Seekers Coming From Syria to Istanbul (2013): Yok sayılanlar; kamp dışında yaşayan Suriye’den gelen sığınmacılar, İstanbul örneği (Ignored; Asylum seekers from Syria living outside the camps, Istanbul case). Retrieved from http://www.ihd.org.tr/yok-sayilanlar-kamp-disindayasayan-suriyeden-gelen-siginmacilar-istanbul-ornegi/ [accessed 20 April 2019].
  • Renshaw, T. R. (2017). Technical adequacy of the Positive Experiences at School Scale with adolescents. Journal of Psychoeducational Assessment, 35, 323–335. Senik, C. (2014). The French Unhappiness Puzzle: The Cultural Dimension of Happiness. Journal of Economic Behavior & Organization, 106, 379–401.
  • Sinclair, M. (2011). Education in emergencies. In (Ed.). Learning for a Future: Refugee Education in Developing, (pp. 1-84). Geneva: UNHCR.
  • Sirin, S. R., & Rogers-Sirin, L. (2015). The educational and mental health needs of Syrian refugee children. Washington, DC: Migration Policy Institute.
  • Takeuchi, D. T., Alegrıa, M., Jackson, J. S., & Williams, D. R. (2007). Immigration and mental health: Diverse findings in Asian, Black, and Latino populations. American Journal of Public Health, 97, 11-12.
  • Telef, B. B. (2016). Okulda pozitif yaşantılar ölçeği geçerlik ve güvenirlik çalışması. Journal of Human Sciences, 13(2), 2475-2487.
  • Temporary Protection Regulation (November 22, 2014). Official Gazette of the Republic of Turkey, No: 6203.
  • UN High Commissioner for Refugees (UNHCR) (November 2013). The Future of Syria: Refugee Children in Crisis. Retrieved from https://www.refworld.org/docid/529c3b4d4.html [accessed 10 April 2019].
  • UNESCO. (2011). The hidden crisis: Armed conflict and education. No lost generation: Protecting the future of children affected by the crises in Syria. Paris: UNESCO.
  • Watkins, K., & Zyck, S.A. (2014). Living on hope, hoping for education-The failed response to the Syrian refugee crisis. Retrieved from https://www.odi.org/sites/odi.org.uk/files/odi-assets/publicationsopinion-files/9169.pdf [accessed 10 April 2019].
  • Yurdabakan, İ., & Uz Bas, A. (2018). Factor structure, measurement invariance, criterion validity, and reliability of the School Kindness Scale: Turkish middle school sample. Journal of Psychoeducational Assessment, 1-14.
  • Yavcan, B., & El-Ghali, H. A. (2017). Hıgher educatıon and Syrıan refugee students: The case of Turkey. Beirut: Issam Fares Institute for Public Policy and International Affairs.
There are 34 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Başak Çalışkan 0000-0001-8897-1394

Nagihan Oğuz Duran 0000-0002-8049-1510

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 11 Issue: 1

Cite

APA Çalışkan, B., & Oğuz Duran, N. (2021). Investigation of School Kindness and Student Covitality Among Syrian Refugee Students, Turkish Internally Displaced Students and Natives at Turkish Primary Schools: The Case of Bursa. Sakarya University Journal of Education, 11(1), 51-66.