The Predictive Power of University Students' Alienation to the Learned Resourcefulness


ÇELİK E.

2nd International Conference on Lifelong Education and Leadership for All (ICLEL), Liepaja, Latvia, 21 - 23 July 2016, pp.211-219 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume:
  • City: Liepaja
  • Country: Latvia
  • Page Numbers: pp.211-219

Abstract

The aim of this study is to determine the predictive power of students' perception of alienation (weakness, anomy, meaningfulness, isolation) over students' learned resourcefulness perception. The participants of this research are 820 university students at Bozok University in Turkey during 2013-2014 school years. In the research Student Alienation Scale and Learned Resourcefulness Scale were used. Student Alienation Scale has four sub scales which are weakness, anomy, meaninglessness, isolation. Learned Resourcefulness Scale has one dimension. A simple linear regression analysis was carried out to identify how the perception of alienation of students affects (predicts) the learned resourcefulness perception of the students. It is concluded that there is a significant positive and low-level relationship between students' alienation perception and learned resourcefulness perception. According to the results, it can be said that, 7% of the total variance in the students' perception of learned resourcefulness results from their weakness perception. Also 1% of the total variance in the students' perception of learned resourcefulness results from their anomy perception. And 2% of the total variance in the students' perception of learned resourcefulness results from their meaninglessness perception. Finally 2% of the total variance in the students' perception of learned resourcefulness results from their isolation perception. It can be said that learned resourcefulness perception is related to alienation perception weakly. To determine whether the relationship between the two concepts is needed for more research.