Investigation of the Relationship Between Personality Traits and Profession Perspectives of Undergraduate Students in Child Development


This study was carried out to determine the metaphors of undergraduate students who received undergraduate education in the field of child development and their perceptions about the concept of “child developers” and to examine the relationship between them. Ethical approval of this study was obtained with the decision of Health Sciences University Hamidiye Scientific Research Ethics Committee meeting date 15/05/2020 and number 2020/5. 175 child development candidates who continue their education in the Child Development Department of a university located in the city center of Istanbul formed the study group. In data collection; qualitative and quantitative research methods are used together. "Adjectives Based Test (STDK)" was used to learn personality. In order to determine their perceptions about the Child Developmental profession, metaphors were formed. In the analysis obtained from the Adjective Based Personality Test (STDK) t test, ANOVA was used. As a result, the metaphors obtained were gathered under 10 categories as guiding, productive, protective, fun, valuable, solution-oriented, inadequate, therapeutic, unifying, emotional. It is mostly in the metaphor, guiding and protective categories. In line with the data obtained regarding the personality traits, there was no significant difference between their ages and openness to experience, and there was no significant difference between their ages and openness to experience. In addition, it was determined that there was a significant relationship between the class in which the students studied and the sub-scores of STDK, and it increased significantly in the second and third grades. Another result was that there was no significant difference between metaphor categories and SDTK scores.


Keywords


Child Development, Health Management, Metaphor, Personality Trait, Professional Perception, Child Development Specialist

Author : Esin SEZGİN -Betül AKALIN
Number of pages: 3691-3714
DOI: http://dx.doi.org/10.47423/TurkishStudies.43820
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Turkish Studies-Educational Sciences
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