Lise öğrencilerinin mizah tarzlarının bazı değişkenlere göre incelenmesi
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı lise öğrencilerinin mizah tarzlarının bazı değişkenlere göre ortaya konulmasıdır. Bu araştırmanın evreni 876, örneklemini 704 öğrenci oluşturmaktadır. Veri toplama aracı olarak Kişisel Bilgi Formu ve Martin ve diğerleri (2003) tarafından geliştirilen ve Yerlikaya (2007) tarafından Türkçeye uyarlanan ve 4 alt boyuttan oluşan Mizah Tarzları Ölçeği (MTÖ)" kullanılmıştır. Verilerin dağılımı normallik göstermediğinden nonparametrik testler uygulanmıştır. İki değişkenin ortalaması arasındaki farkın anlamlılığı için Mann Whitney U testi, bağımsız değişkenlerin ikiden fazla olduğunda ise farkın anlamlılığını değerlendirmek için Kruskal Wallis testi uygulanmıştır. Bağımsız değişkenlerin ikiden fazla olduğu ve anlamlı fark bulunduğunda da grupların karşılaştırılması için Mann Whitney U testi işleme konulmuştur. Yapılan analizlerde anlamlılık düzeyi p<0,05 olarak belirlenmiştir. Araştırmada cinsiyet değişkenine göre saldırgan mizahta (p<0.001), kendini yıkıcı mizahta (p<0.01) kadınlar lehine istatiksel olarak anlamlı farka rastlanmıştır. Sınıf değişkenine göre kendini geliştirici mizahta (p<0.05) alt sınıflar lehine istatiksel olarak anlamlı fark bulunmuştur. Lisanslı sporcu olup olmama değişkenine göre kendini geliştirici mizahta (p<0.05) sporcu olmayanlar lehine istatiksel olarak anlamlı farka rastlanmıştır. Anne eğitim durumu değişkenine göre katılımcı mizahta (p<0.001) eğitim seviyesi yüksek olanlar lehine istatiksel olarak anlamlı fark tespit edilmiştir. Baba eğitim durumuna göre katılımcı mizahta (p<0.01) eğitim seviyesi yüksek olanlar lehine istatiksel farka rastlanmıştır. Okul türleri değişkenine göre katılımcı mizahta (p<0.001) ve kendini geliştirici mizahta (p<0.05) Fen Lisesi lehine; saldırgan mizahta (p<0.001) BMTAL aleyhine ve kendini yıkıcı mizahta (p<0.001) BMTAL ve BAAL aleyhine istatiksel fark olduğu görülmektedir. Elde edilen bulgular sonucunda, öğrencilerin mizah tarzlarını etkileyen değişkenlerin olduğu, bu değişkenlere etki eden olumsuz faktörlerin derinlemesine incelenerek ortaya konmasında yarar vardır.
The aim of this study is to present the humor styles of high school students with regard to some variables. The universe of this research consists of 876 students, and its sample consists of 704 students. The Personal Information Form and the Humor Styles Scale (HSS) developed by Martin et al. (2003) and adapted to Turkish by Yerlikaya (2007) and consisting of 4 sub-dimensions were used as data collection tools. Since the distribution of the data did not show normality, nonparametric tests were applied. The Mann Whitney U test was used for the significance of the difference between the mean of the two variables, and the Kruskal Wallis test was used to evaluate the significance of the difference when there were more than two independent variables. The Mann Whitney U test was used to compare the groups, when the independent variables were more than two and there was a significant difference. The level of significance in the analyzes was determined as p<0.05. In the study, a statistically significant difference was found in favor of women in offensive humor (p<0.001) and self-destructive humor (p<0.01) according to gender variable. A statistically significant difference was found in favor of subclasses in self-enhancing humor (p<0.05) according to the class variable. According to the variable of being a licensed athlete or not, a statistically significant difference was found in favor of non-athletes in self-enhancing humor (p<0.05). A statistically significant difference was found in participatory humor (p<0.001) in favor of those with higher education levels, according to the mother's educational status variable. A statistical difference was found in participatory humor (p<0.01) in favor of those with higher education levels according to father's education level. According to the school types variable, a statistical difference was found in participatory humor (p<0.001) and self-enhancing humor (p<0.05) in favor of Science High School; against BMTAL in offensive humor (p<0.001) and against BMTAL and BAAL in self-destructive humor (p<0.001). As a result of the findings, it would be beneficial to present the variables that affect the humor styles of the students and the negative factors affecting these variables by examining them in depth.
The aim of this study is to present the humor styles of high school students with regard to some variables. The universe of this research consists of 876 students, and its sample consists of 704 students. The Personal Information Form and the Humor Styles Scale (HSS) developed by Martin et al. (2003) and adapted to Turkish by Yerlikaya (2007) and consisting of 4 sub-dimensions were used as data collection tools. Since the distribution of the data did not show normality, nonparametric tests were applied. The Mann Whitney U test was used for the significance of the difference between the mean of the two variables, and the Kruskal Wallis test was used to evaluate the significance of the difference when there were more than two independent variables. The Mann Whitney U test was used to compare the groups, when the independent variables were more than two and there was a significant difference. The level of significance in the analyzes was determined as p<0.05. In the study, a statistically significant difference was found in favor of women in offensive humor (p<0.001) and self-destructive humor (p<0.01) according to gender variable. A statistically significant difference was found in favor of subclasses in self-enhancing humor (p<0.05) according to the class variable. According to the variable of being a licensed athlete or not, a statistically significant difference was found in favor of non-athletes in self-enhancing humor (p<0.05). A statistically significant difference was found in participatory humor (p<0.001) in favor of those with higher education levels, according to the mother's educational status variable. A statistical difference was found in participatory humor (p<0.01) in favor of those with higher education levels according to father's education level. According to the school types variable, a statistical difference was found in participatory humor (p<0.001) and self-enhancing humor (p<0.05) in favor of Science High School; against BMTAL in offensive humor (p<0.001) and against BMTAL and BAAL in self-destructive humor (p<0.001). As a result of the findings, it would be beneficial to present the variables that affect the humor styles of the students and the negative factors affecting these variables by examining them in depth.
Açıklama
Anahtar Kelimeler
Spor, Sports, Beden eğitimi, Physical education and training, Beden eğitimi ve spor dersi, Physical education and sports lesson, Lise öğrencileri, High schools students
