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Person - Thing Orientations, Social Skills and Gender Differences at the University Students

Year 2021, Volume: 3 Issue: 2, 344 - 358, 21.06.2021
https://doi.org/10.47793/hp.944380

Abstract

Different vocational fields require different levels of social skills. At the same time, it is possible to distinguish between people or thing-oriented while defining individual differences the are effective in choosing the profession. In this study, it was aimed to examine the social skill levels of university students depending on the people-thing orientation in line with vocational interest. For this purpose, reflecting the people-thing orientation three field groups of health sciences, engineering, and social sciences and psychology departments' students who are thought to have high social skills were included. The data of this descriptive study were collected via applying online form using the A Social Skills Scale-80. A total of 690 undergraduate students, 426 females and 264 males, between the ages of 18-37 participated with convenience sampling in the study. The data were examined with descriptive statistics and two-way variance analyses. In the results of the research, it was found that the social skill levels of the students varied according to the grouped in terms of people and thing orientation. Students in the psychologhy department had the highest social skills. The Psychology department was followed by other social departments and engineering departments, respectively. Also, despite being people-oriented, the social skills of the students studying in health departments were lower than in other departments. In addition, as a basic difference, it was seen a difference in social skill levels between male and female students. It’s been understood that the high number of female students in some fields and the high number of male students in some fields also affected the evaluation of social skills. The obtained results have bee people oriented, thing oriented, vocational interest, social skills n discussed within the framework of the relevant literature

References

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  • Babarović, T., Dević, I., & Burušić, J. (2019). Fitting the STEM interests of middle school children into the RIASEC structural space. International Journal for Educational and Vocational Guidance, 19(1), 111-128. https://doi.org/10.1007/s10775-018-9371-8
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  • Boyatzis, R., Rochford, K., & Cavanagh, K. V. (2017). Emotional intelligence competencies in engineer’s effectiveness and engagement. Career Development International, 22(1), 70-86. https://doi.org/10.1108/CDI-08-2016-0136
  • Carter, S. R., Moles, R., White, L., & Chen, T. F. (2015). The impact of patients' perceptions of the listening skills of the pharmacist on their willingness to re-use Home Medicines Reviews: a structural equation model. Research in Social and Administrative Pharmacy, 11(2), 163-175. https://doi.org/10.1016/j.sapharm.2014.07.002
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  • Graziano, W. G., Habashi, M. M., Evangelou, D., & Ngambeki, I. (2012). Orientations and motivations: Are you a “people person,” a “thing person,” or both?. Motivation and Emotion, 36(4), 465-477. https://doi.org/10.1007/s11031-011-9273-2
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Üniversite Öğrencilerinde Kişi Nesne Yönelimleri, Sosyal Beceriler ve Cinsiyet Farklılıkları

Year 2021, Volume: 3 Issue: 2, 344 - 358, 21.06.2021
https://doi.org/10.47793/hp.944380

Abstract

Farklı mesleki alanlarda, farklı düzeyde sosyal becerilere gereksinim vardır. Bununla birlikte meslek seçiminde etkili olan bireysel farklılıkları tanımlarken insan ya da nesne yönemli olarak ayrıştırmak mümkündür. Bu çalışmada üniversite öğrencilerinde mesleki ilgi doğrultusunda insan-nesne yönelimine bağlı olarak sosyal beceri düzeylerinin incelenmesi amaçlanmıştır. Bu amaçla araştırmaya insan-nesne yönelimini yansıtan sağlık, mühendislik ve sosyal bölümlerden oluşan üç alan grubu ve bunlara ek olarak sosyal beceri düzeyi yüksek olduğu düşünülen psikoloji bölümü öğrencileri dahil edilmiştir. Tanımlayıcı türde tasarlanan bu çalışmanın verileri A Sosyal Beceri Ölçeği-80 kullanılarak çevrimiçi uygulanan bir form ile toplanmıştır. Çalışmaya kolay örnekleme yöntemiyle ulaşılan 18-37 yaşları arasında 426 kadın, 264 erkek olmak üzere toplam 690 lisans öğrencisi katılmıştır. Veriler, betimleyici istatistikler ve iki yönlü varyans analizi ile incelenmiştir. Araştırma sonuçlarında insan ve nesne yönelimi açısından gruplandırılan bölümlere göre öğrencilerin sosyal beceri düzeylerinin değişiklik gösterdiği bulunmuştur. Psikoloji bölümü öğrencileri sosyal beceri düzeyi en yüksek grup olarak belirlenmiştir. Psikoloji bölümünü sırasıyla diğer sosyal bölümler ve mühendislik bölümü takip etmiştir. Ayrıca insan yönelimli olmasına karşın sağlık bölümlerinde okuyan öğrencilerin sosyal becerileri diğer bölümlerden daha düşük çıkmıştır. Bununla birlikte, temel bir farklılık olarak kadın ve erkek öğrenciler arasında sosyal beceri düzeyi farklılığı görülmüştür. Bazı alanlarda kadın, bazı alanlarda erkek öğrencilerin sayıca fazla oluşunun da sosyal beceri değerlendirmesini etkilediği anlaşılmıştır. Elde edilen sonuçlar ilgili alanyazını çerçevesinde tartışılmıştır.

References

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  • Amdurer, E., Boyatzis, R. E., Saatcioglu, A., Smith, M. L., & Taylor, S. N. (2014). Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success. Frontiers in Psychology, 5, 1447. https://doi.org/10.3389/fpsyg.2014.01447
  • Armstrong, P. I., & Vogel, D. L. (2009). Interpreting the interest-efficacy association from a RIASEC perspective. Journal of Counseling Psychology, 56(3), 392-407. https://doi.org/10.1037/a0016407
  • Armstrong, P. I., Day, S. X., McVay, J. P., & Rounds, J. (2008). Holland's RIASEC model as an integrative framework for individual differences. Journal of Counseling Psychology, 55(1), 1-18. https://doi.org/10.1037/0022-0167.55.1.1
  • Aslam, U., Ilyas, M., Imran, M. K., & Rahman, U. (2016). Intelligence and its impact on managerial effectiveness and career success (evidence from insurance sector of Pakistan). Journal of Management Development, 35(4), 505-516. https://doi.org/10.1108/JMD-10-2015-0153
  • Babarović, T., Dević, I., & Burušić, J. (2019). Fitting the STEM interests of middle school children into the RIASEC structural space. International Journal for Educational and Vocational Guidance, 19(1), 111-128. https://doi.org/10.1007/s10775-018-9371-8
  • Bedwell, W. L., Fiore, S. M., & Salas, E. (2014). Developing the future workforce: An approach for integrating interpersonal skills into the MBA classroom. Academy of Management Learning and Education, 13(2), 171-186. https://doi.org/10.5465/amle.2011.0138
  • Borges, J. W. P., Moreira, T. M. M., & Andrade, D. F. D. (2017). Nursing care interpersonal relationship questionnaire: elaboration and validation. Revista Latino-Americana de Enfermagem, 25, 1-10. https://doi.org/10.1590/1518-8345.2128.2962
  • Boyatzis, R., Rochford, K., & Cavanagh, K. V. (2017). Emotional intelligence competencies in engineer’s effectiveness and engagement. Career Development International, 22(1), 70-86. https://doi.org/10.1108/CDI-08-2016-0136
  • Carter, S. R., Moles, R., White, L., & Chen, T. F. (2015). The impact of patients' perceptions of the listening skills of the pharmacist on their willingness to re-use Home Medicines Reviews: a structural equation model. Research in Social and Administrative Pharmacy, 11(2), 163-175. https://doi.org/10.1016/j.sapharm.2014.07.002
  • Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological Bulletin, 143(1), 1-35. http://dx.doi.org/10.1037/bul0000052
  • Deming, D. J. (2017). The growing importance of social skills in the labor market. The Quarterly Journal of Economics, 132(4), 1593-1640. https://doi.org/10.1093/qje/qjx022
  • Graziano, W. G., Habashi, M. M., & Woodcock, A. (2011). Exploring and measuring differences in person-thing orientations. Personality and Individual Differences, 51(1), 28-33. https://doi.org/10.1016/j.paid.2011.03.004
  • Graziano, W. G., Habashi, M. M., Evangelou, D., & Ngambeki, I. (2012). Orientations and motivations: Are you a “people person,” a “thing person,” or both?. Motivation and Emotion, 36(4), 465-477. https://doi.org/10.1007/s11031-011-9273-2
  • Groen, Y., Fuermaier, A. B. M., Tucha, L. I., Koerts, J., & Tucha, O. (2018). How predictive are sex and empathizing-systemizing cognitive style for entry intothe academic areas of social or physical sciences? Cognitive Processing, 19(1), 95-106. https://doi.org/10.1007/s10339-017-0848-z
  • Haase, S., Chen, H. L., Sheppard, S., Kolmos, A., & Mejlgaard, N. (2013). What does it take to become a good engineer? Identifying cross-national engineering student profiles according to perceived importance of skills. International Journal of Engineering Education, 29(3), 698-713.
  • Hargie, O. D., Morrow, N. C., & Woodman, C. (2000). Pharmacists’ evaluation of key communication skills in practice. Patient Education and Counseling, 39(1), 61-70. https://doi.org/10.1016/S0738-3991(99)00091-9
  • Haşıloğlu, S. B., Baran, T. ve Aydın, O. (2015). Pazarlama araştırmalarındaki potansiyel problemlere yönelik bir araştırma: Kolayda örnekleme ve sıklık ifadeli ölçek maddeleri. Pamukkale İşletme ve Bilişim Yönetimi Dergisi, 2(1), 19-28.
  • Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1(2), 69-82. https://doi.org/10.1016/j.edurev.2006.09.001
  • Hidi, S., & Renninger, K. A. (2006) The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.https://doi.org/10.1207/s15326985ep4102_4
  • Hoff, K. A., Briley, D. A., Wee, C. J. M., & Rounds, J. (2018). Normative changes in interests from adolescence to adulthood: A meta-analysis of longitudinal studies. Psychological Bulletin, 144(4), 426-451. https://doi.org/10.1037/bul0000140
  • Hogan, R., Chamorro‐Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial and Organizational Psychology, 6(1), 3-16. https://doi.org/10.1111/iops.12001
  • Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412. https://doi.org/10.1126/science.1177067
  • Kılıç, S . (2013). Örnekleme yöntemleri. Journal Of Mood Disorders, 3(1) , 44-6 . https://doi.org/10.5455/jmood.20130325011730
  • Lakhal, S., Frenette, É., Sevigne, S., & Khechine, H. (2012). Relationship between choice of a business major type (thing-oriented versus person-oriented) and big five personality traits. The International Journal of Management Education, 10(2), 88-100. https://doi.org/10.1016/j.ijme.2012.03.003
  • Lexén, A., & Bejerholm, U. (2016). Exploring communication and interaction skills at work among participants in individual placement and support. Scandinavian Journal of Occupational Therapy, 23(4), 314-319. https://doi.org/10.3109/11038128.2015.1105294
  • Lippa, R. (1998). Gender-related individual differences and the structure of vocational interests: The importance of the people-things dimension. Journal of Personality and Social Psychology, 74(4), 996-1009. https://doi.org/10.1037/0022-3514.74.4.996
  • Lippa, R. A. (2010). Gender differences in personality and interests: When, where, and why?. Social and Personality Psychology Compass, 4(11), 1098-1110. https://doi.org/10.1111/j.1751-9004.2010.00320.x
  • Lopes, D. C., Gerolamo, M. C., Del Prette, Z. A. P., Musetti, M. A., & Del Prette, A. L. M. I. R. (2015). Social skills: A key factor for engineering students to develop interpersonal skills. International Journal of Engineering Education, 31(1), 405-413.
  • Lounsbury, J. W., Fisher, L. A., Levy, J. J., & Welsh, D. P. (2009). An investigation of character strengths in relation to the academic success of college students. Individual Differences Research, 7(1), 52-69.
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Details

Primary Language Turkish
Subjects Studies on Education, Psychology
Journal Section Research Articles
Authors

Didem Ayhan 0000-0001-6687-6564

Arkun Tatar 0000-0002-2369-9040

Publication Date June 21, 2021
Submission Date May 28, 2021
Published in Issue Year 2021 Volume: 3 Issue: 2

Cite

APA Ayhan, D., & Tatar, A. (2021). Üniversite Öğrencilerinde Kişi Nesne Yönelimleri, Sosyal Beceriler ve Cinsiyet Farklılıkları. Humanistic Perspective, 3(2), 344-358. https://doi.org/10.47793/hp.944380

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Humanistic Perspective - 2019

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