Future Time Orientations and the Hopelessness Levels of Preservice Music Teachers
DOI:
https://doi.org/10.52963/PERR_Biruni_V11.N2.12Keywords:
Future time, Future time orientation, Hopelessness, Preservice Music Teachers, Music EducationAbstract
Since individuals’ time perception plays a role in their future plans, goals, and motivation, it has a substantial impact on influencing one’s behaviour. Therefore, it is important to determine the levels of future time orientations, as well as the levels of hopelessness’ in the students towards increasing the levels of reaching the educational goals. The purpose of the present study is to investigate the preservice music teacher’s future time orientations in terms of their genders, grades, and universities attended. As a part of the study, the students’ levels of hopelessness were also analyzed. This included investigating the hopelessness levels of the participants with regards to their universities. The relationship between preservice music teachers’ future time orientations and their levels of hopelessness were also analyzed. A total of 210 music education students participated in this descriptive study. Future Time Orientation Scale which was developed by Gjesme (1979) and Hopelessness Scale which was developed by Beck et al. (1974) were used as data collection tools. According to the results of the study, it was found that preservice music teachers have a mild level of hopelessness which means the participants are not particularly pessimistic. There were significant differences between the preservice music teachers’ future time orientations and their genders, grades and universities. Likewise, there was a significant difference between the participants’ levels of hopelessness and their universities. Also, correlations have been found between the participants’ future time orientations and their levels of hopelessness. The results were discussed in the light of the literature.
Downloads
References
Agarwal, A., Tripathi, K. K., & Srivastava, M. (1983). Social roots and psychological implications of time perspective. International Journal of Psychology, 18(1-4), 367-380.
Akar, C. (2012). Üniversite seçimini etkileyen faktörler: İktisadi ve idari bilimler öğrencileri üzerine bir çalışma. Eskişehir Osmangazi Üniversitesi İİBF Dergisi, 7(1), 97-120.
Alvos, L., Gregson, R. A. M., & Ross, M. W. (1993). Future time perspective in current and previous injecting drug users. Drug and Alcohol Dependence, 31(2), 193-197. https://doi.org/10.1016/0376-8716(93)90072-X
Aras, A. (2011). Müzik bölümü lisans öğrencilerinin umutsuzluk düzeylerinin belirlenmesi: Hacettepe Üniversitesi Ankara Devlet Konservatuarı örneği. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 31(2).
Balcı, A. (2015). Sosyal bilimlerde araştırma. Yöntem, Teknik ve İlkeler (15th ed.). Pegem Akademi.
Bartlett, J. E., Kotrlik, J. W. K. J. W., & Higgins, C. C. H. C. C. (2001). Organizational research: Determining appropriate sample size in survey research appropriate sample size in survey research. Information technology, learning, and performance journal, 19(1), 43-50.
Beck, A. T., Weissman, A., Lester, D., & Trexler, L. (1974). The measurement of pessimism: the hopelessness scale. Journal of consulting and clinical psychology, 42(6), 861. https://psycnet.apa.org/doi/10.1037/h0037562
Bembenutty, H., & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational psychology review, 16(1), 35-57.
Breier-Williford, S., & Bramlett, R. K. (1995). Time perspective of substance abuse patients: Comparison of the scales in Stanford time perspective inventory, Beck depression inventory, and Beck hopelessness scale. Psychological Reports, 77(3), 899-905. https://doi.org/10.2466%2Fpr0.1995.77.3.899
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri (15th ed.). Pegem Akademi.
Çapa, Y., & Çil, N. (2000). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69-73.
Çatı, K., İştar, E, Özcan, H. (2016). Üniversite tercihlerine etki eden faktörlerin incelenmesi: Türkiye genelinde bir alan araştırması. Yükseköğretim ve Bilim Dergisi 6(2), 163-177.
Çetin, F., & Kaya, M. (2021). Future time perception and examination of depression terms of hope. Education Quarterly Reviews, 4(2).
Ercan, H., & Yıldırım Orhan, Ş. (2019). Oda müziği çalışmalarının müzik öğretmeni adaylarının umut düzeylerine etkisi: Viyolonsel dörtlüleri örneği. Akademik Sosyal Araştırmalar Dergisi, 7(90), 327-338.
Eren, A., & Tezel, K. V. (2010). Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis. Teaching and Teacher Education, 26(7), 1416-1428. https://doi.org/10.1016/j.tate.2010.05.001
Eren, A. (2012). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28(1), 111-123. https://doi.org/10.1016/j.tate.2011.09.006
Ersoy, E., Küçükkaragöz, H., Deniş, H., & Karataş, E. (2010). Öğretmen adaylarının umutsuzluk düzeylerinin bazı değişkenlere göre belirlenmesi. E-Journal of New World Sciences Academy. 5(4), 1534-1542.
Fidan, F., İşci, Ö., & Yılmaz, T. (2006). Kadın mesleği kavramı: anlamlılığı ve içeriği. The 2nd International Conference on Women’s Studies: Breaking The Glass Ceiling, Turkish Republic of Northern Cyprus.
Giddens, A., (2012). Sosyoloji (İ. Yılmaz, Trans.). In C. Güzel (Ed.), Cinsellik ve toplumsal cinsiyet (pp.478-527). Kırmızı Yayınları. (Original work published 2006).
Gjesme, T. (1979). Future time orientation as a function of achievement motives, ability, delay of gratification, and sex. The Journal of psychology, 101(2), 173-188. https://doi.org/10.1080/00223980.1979.9915069
Gjesme, T. (1981). Is there any future in achievement motivation?. Motivation and emotion, 5(2), 115-138.
Gjesme, T. (1983). On the concept of future time orientation: Considerations of some functions' and measurements' implications. International journal of psychology, 18(1-4), 443-461.
Gutiérrez-Braojos, C. (2015). Future time orientation and learning conceptions: effects on metacognitive strategies, self-efficacy beliefs, study effort and academic achievement. Educational Psychology, 35(2), 192-212. https://doi.org/10.1080/01443410.2013.858101
Güleç, G., (2007). Anadolu Güzel Sanatlar Liseleri Müzik Bölümü öğrencilerinin Alanları ile ı̇lgili Yükseköğretim Kurumlarını Tercihlerinde Etkili Olan Faktörlerin öğretmen ve öğrenci Boyutunda Değerlendirilmesi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü (Yüksek Lisans Tezi).
Gürbüz, S., & Şahin, F. (2017). Sosyal bilimlerde araştırma yöntemleri: Felsefe, yöntem, analiz (4th ed.). Seçkin Yayıncılık.
Gürcan, T. (2015). İlişkisel belirsizlik: İlişki doyumu, romantik ilişkilerde gelecek zaman yönelimi ve çatışma çözme tepkileri arasındaki ilişkiler Unpublished master thesis. Ankara University.
Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational psychologist, 34(2), 113-125. https://doi.org/10.1207/s15326985ep3402_4
İmamoğlu, E. O., & Güler-Edwards, A. (2007). Geleceğe ilişkin yönelimlerde benlik tipine bağlı farklılıklar. Türk Psikoloji Dergisi, 22(60), 115-132.
İssi, A. D. (2008). Gazi Üniversitesi Gazi Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Müzik Öğretmenliği Ana Bilim Dalı öğrenci profili. Yayınlanmamış yükseklisans tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Kalkan, M., & Koç, H. (2010). Romantik ilişkilerde gelecek zaman yönelimine ebeveynlik stillerinin etkisi: Geçici ilişkilere karşılık uzun dönemli bağlanım. Uluslararası İnsan Bilimleri Dergisi, 7(2).
Karasar, N. (2012). Bilimsel araştırma yöntemi (24th ed.). Nobel Akademik Yayıncılık Eğitim Danışmanlık.
Kauffman, D. F., & Husman, J. (2004). Effects of time perspective on student motivation: Introduction to a special issue. Educational Psychology Review, 16(1), 1-7.
Kılıç, S. (2012). Örnek büyüklüğü, güç kavramları ve örnek büyüklüğü hesaplaması. Journal of Mood Disorders, 2(3), 140-2.
Lee, S., Liu, M., & Hu, M. (2017). Relationship between future time orientation and item nonresponse on subjective probability questions: A cross-cultural analysis. Journal of cross-cultural psychology, 48(5), 698-717. https://doi.org/10.1177%2F0022022117698572
Lens, W., Paixão, M.P., Herrera, D., & Grobler, A.A. (2012). Future time perspective as a motivational variable: Content and extension of future goals affect the quantity and quality of motivation. Japanese Psychological Research, 54, 321-333. https://doi.org/10.1111/j.1468-5884.2012.00520.x
Mac Giollabhui, N., Nielsen, J., Seidman, S., Olino, T. M., Abramson, L. Y., & Alloy, L. B. (2018). The development of future orientation is associated with faster decline in hopelessness during adolescence. Journal of youth and adolescence, 47(10), 2129-2142.
Melges, F. T., & Bowlby, J. (1969). Types of hopelessness in psychopathological process. Archives of General Psychiatry, 20(6), 690-699.
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388-422. https://doi.org/10.1006/ceps.1996.0028
Miller, R. G. (1981). Simultaneous Statistical Inference (2nd Ed.). Newyork Springer Verlag.
Nuttin, J. R. (1964). The future time perspective in human motivation and learning. Acta psychologica, 23, 60-82. https://doi.org/10.1016/0001-6918(64)90075-7
O'Connor, R. C., & Cassidy, C. (2007). Predicting hopelessness: The interaction between optimism/pessimism and specific future expectancies. Cognition and Emotion, 21(3), 596-613. https://doi.org/10.1080/02699930600813422
Öner, B. (2000). Future time orientation and relationships with the opposite sex. The Journal of Psychology, 134, 306- 314. https://doi.org/10.1080/00223980009600870
Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (3rd ed.). Open University Press.
Peetsma, T. T. D., Hascher, T., van der Veen, I., & Roede, E. (2005). Relations between adolescents’ self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20(3), 209-225.
Sakallı Uğurlu, N. (2003). How do romantic relationship satisfaction, gender stereotypes, and gender relate to future time orientation in romantic relationships?. The Journal of psychology, 137(3), 294-303.
Seber, G., Dilbaz, N., Kaptanoğlu, C., & Tekin, D. (1993). Umutsuzluk ölçeği: geçerlilik ve güvenirliği. Kriz Dergisi, 1(3).
Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary educational psychology, 26(4), 481-506. https://doi.org/10.1006/ceps.2000.1073
Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!. British Journal of Educational Psychology, 74(3), 343-360. https://doi.org/10.1348/0007099041552314
Şahin, C. (2009). Eğitim fakültesinde öğrenim gören öğrencilerin umutsuzluk düzeyleri. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27, 271-286.
Tanrıöğen, A. (1997). Buca eğitim fakültesi öğrencilerinin öğretmenlik mesleğine yönelik tutumları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 3, 55-67.
Tarhan, S., & Bacanlı, H. (2016). İlkokuldan üniversiteye umut kavramının tanımlanması üzerine nitel bir çalışma. Eğitimde Nitel Araştırmalar Dergisi, 4(2), 86-112.
Topoğlu, O., & Topoğlu, E. E. (2018). Eğitim fakültesi müzik eğitimi anabilim dalı öğrencilerinin üniversite tercih sebeplerinin incelenmesi (Ege Bölgesi örneği). Electronic Turkish Studies, 13(27).
Trommsdorff, G. (1983). Future orientation and socialization. International Journal of Psychology, 18(1-4), 381-406. https://doi.org/10.1080/00207598308247489
Uçan, A. (2005). Müzik eğitimi temel kavramlar-ilkeler-yaklaşımlar ve Türkiye’deki durum (3rd ed.). Evrensel Müzikevi.
Walker, T. L., & Tracey, T. J. (2012). The role of future time perspective in career decision-making. Journal of Vocational Behavior, 81(2), 150-158. https://doi.org/10.1016/j.jvb.2012.06.002
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental review, 12(3), 265-310. https://doi.org/10.1016/0273-2297(92)90011-P
Vatansever, H., & Girgin, S. (2019). Öğretmenlerin umutsuzluk düzeyleri. The Journal of International Social Research, 12(63).
Yazıcı, T. & Kılıç, I. (2015). Güzel sanatlar ve tasarım fakültesi ile konservatuvar öğrencilerinin müzik öğretmenliği mesleğine yönelik tutumları. İnönü Üniversitesi Sanat ve Tasarım Dergisi, 5(11), 79-88.
Yıldız, E. E. (2018). Üniversite öğrencilerinin geleceğe ilişkin umutlarının ve kaygı düzeylerinin bazı değişkenlere göre incelenmesi. Unpublished master thesis. Ufuk University.
Zaleski, Z. (1996). Future anxiety: Concept, measurement, and preliminary research. Personality and individual differences, 21(2), 165-174. https://doi.org/10.1016/0191-8869(96)00070-0
Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Pshychology, 77(6), 1271-1288. https://doi.apa.org/doi/10.1037/0022-3514.77.6.1271
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Psycho-Educational Research Reviews
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
