Research Article
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Year 2023, Volume: 14 Issue: 2, 173 - 182, 17.03.2023

Esra Atilla Bal

https://doi.org/10.31067/acusaglik.1189581

Abstract

References

  • 1.Clarke, M. Rethinking graduate employability: The role of capital, individual attributes and context. Studies in Higher Education. 2017;43:1923–1937.
  • 2.Cimatti, B. Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research. 2016; 10: 97-130.
  • 3.Wesley, SC, Jackson, VP and Lee, M. The perceived importance of core soft skills between retailing and tourism management students, faculty and businesses. Employee Relations. 2017;39:79-99.
  • 4.Moss, P and Tilly, C. Stories employers tell: Race, skill, and hiring in America.Russell Sage Foundation; 2001.
  • 5.Succi C and Canovi, M. Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Studies in Higher Education. 2019;45:1834-1847.
  • 6.Tsirkas, K, Chytiri, AP and Bouranta, N. The gap in soft skills perceptions: a dyadic analysis. Education+ Training. 2020; 62:357-377.
  • 7.Atilla Bal, E. Recruiting new graduates: What success profile are organizations looking for? EAWOP InPractice Journal. 2020;1:75-96.
  • 8.Ünal, F.İstihdam edilebilirlik becerileri ve bu becerilerin kazandırılmasına yönelik stratejiler. Kurgu Dergisi. 2003;20:281-298.
  • 9.Kuran, E. Türkiye'nin gençlerinin iş yaşamına bakışı. Harvard Business Review Turkish Edition. 2020;9:38-57.
  • 10.Yıldırım, T. Öğrencilerin istihdam edilebilirlik ve bilgi okuryazarlığı becerileri: Hacettepe Üniversitesi örneği Hacettepe Üniversitesi Doktora Tezi. Ankara, 2019.
  • 11.Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
  • 12.Kılıç, B, Işık, R, Tuncer, AE et al. Transition to Professional Life through Experiential Learning: An Undergraduate Course. In Taras, V. & Gonzalez-Perez, M. A. (Eds.) Palgrave Handbook of Experiential Learning in International Business. Palgrave Macmillan; 2015.p.484-499.
  • 13.Durak-Batıgün, A and Atay-Kayış, A. (2014). Üniversite öğrencilerinde stres faktörleri: kişilerarası ilişki tarzları ve problem çözme becerileri açısından bir değerlendirme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2014;29:69-80.
  • 14.Van der Meer, J, Jansen, E and Torenbeek, M. It’s almost a mindset that teachers need to change: first‐year students’ need to be inducted into time management. Studies in Higher Education. 2010;35: 777-791.
  • 15.Ünalan, D, Şenol, V, Öztürk, A et al. Meslek yüksekokullarının sağlık ve sosyal programlarında öğrenim gören öğrencilerin sağlıklı yaşam biçimi davranışları ve öz-bakım gücü düzeyleri arasındaki ilişkinin incelenmesi. İnönü Üniversitesi Tıp Fakültesi Dergisi. 2007;14:101-109.
  • 16.Ulla Díez, SM and Pérez-Fortis, A. Socio-demographic predictors of health behaviors in Mexican college students. Health Promotion International. 2010; 25: 85-93.
  • 17.Öztürk, B, Büyükerik, B, Akarsu, R et al. Investigation of Cognitive, Psychological and Physical Factors Affecting Academic Performance of University Students by Principal Component Analysis During the Covid-19 Pandemic. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi. 2022;13:385-393.
  • 18.Türk Eğitim Vakfı. Pandemi Döneminde Bursiyer Öğrencilerin İhtiyaç Analizi Araştırması. Accessed on: 15.03.2022. https://www.tev.org.tr/haberler-ve-yenilikler/tr/6/Gumus-Baykus-Odulu-Kazandik
  • 19.Özcan, S and Bozhüyük, A. Çukurova Üniversitesi sağlık bilimleri öğrencilerinin sağlıklı yaşam davranışları. Çukurova Medical Journal. 2016;41:664-674.
  • 20.Shaikh, B, Kahloon, A, Kazmi, M, et al. Students, stress and coping strategies: a case of Pakistani medical school. Education for Health: Change in Learning & Practice. 2004;17:346-353.
  • 21.Nacar, M, Baykan, Z, Cetinkaya, F et al. Health promoting lifestyle behaviour in medical students: a multicentre study from Turkey. Asian Pacific Journal of Cancer Prevention. 2014;15:8969-8974.
  • 22.Coşgun, N. Çalışma hayatında stres ve iyimserliğin iş tatminine etkisi ve bir araştırma. İstanbul Üniversitesi Yüksek Lisans Tezi.İstanbul, 2006.
  • 23.Adelson, JL. A “perfect” case study: Perfectionism in academically talented fourth graders. Gifted Child Today.2007;30:14-20.
  • 24.Van der Meer, J, Jansen, E, & Torenbeek, M. It’s almost a mindset that teachers need to change: first‐year students’ need to be inducted into time management. Studies in Higher Education.2010;35:777-791.
  • 25.Buhr, K and Dugas, MJ. The intolerance of uncertainty scale: Psychometric properties of the English version. Behaviour Research and Therapy.2002;40:931-945.
  • 26.O'Donovan, A and Hughes, B. M. Access to social support in life and in the laboratory: Combined impact on cardiovascular reactivity to stress and state anxiety. Journal of Health Psychology. 2008;13:1147-1156.
  • 27.İlgöz, M. Stres Kaynakları, Sonuçları ve Stresle Mücadele. Beykent Üniversitesi Yüksek Lisans Tezi. İstanbul, 2014.
  • 28.Tekin, GO. Çalışma Yaşamında Stres Kaynakları ve Kamu Kurumlarında Çalışanlar Üzerine Etkileri: Edirne Örneği. Trakya Üniversitesi Yüksek Lisans Tezi. Edirne, 2010.
  • 29.Özden, K and Sertel-Berk, Ö. Kariyer Stresi Ölçeği’nin (KSÖ) Türkçe'ye uyarlanması ve psikometrik özelliklerinin sınanması. Psikoloji Çalışmaları.2017;37:35-51.
  • 30.Kolb, DA.Experiential learning: Experience as the source of learning and development. Pearson;2015.
  • 31.Pişkin, M and Ersoy Kart, M. Üniversite Kariyer Merkezlerinin Örgüt Yapısı ve Personel Profilinin İncelenmesi: Kimler Yönetiyor? Kimler Yürütüyor? Sosyal Güvenlik Dergisi.2019;9:275-298.

Stress Management: A Priority Developmental Need for University Students

Year 2023, Volume: 14 Issue: 2, 173 - 182, 17.03.2023

Esra Atilla Bal

https://doi.org/10.31067/acusaglik.1189581

Abstract

Abstract
Purpose: The aim of this study is to determine the developmental needs of university students (N=103) supported by an NGO scholarship regarding employability related soft skills.

Methods: A question form prepared by the researcher based on the literature review of studies conducted to examine the developmental needs of university students regarding employability related soft skills (5,10). The form included questions about demographic information, students’ willingness level to join a training program to be conducted on each of these skills and their reasons for their prioritized developmental need. The survey method was used in the study. Descriptive statistical analyses and the content analysis technique were used in data analysis.

Results: The results revealed that the students had a high developmental need (X̅=4,07 out of 5) on all soft skills. The skill which the students prioritized as a developmental need was stress management (X̅=4,25). Students’ discourses revealed that their need to develop their stress management skills stemmed from the need to cope with the internal/external sources of stress as well as its behavioral, physiological, cognitive and emotional symptoms and the need to support their career development. Moreover, it was seen that students who were enrolled in Health Sciences related faculties had a lower willingness level to join a training program to be conducted on these skills compared to those enrolled at Engineering/Architecture and Other faculties.

Conclusion: The results point out that students have a high willingness level to develop all soft skills. Yet, the findings especially call attention to the elevated need of students to develop their stress management skills. It was also seen that students’ willingness to develop their skills varied by faculty type.

Keywords

Stress management soft skills university students

References

  • 1.Clarke, M. Rethinking graduate employability: The role of capital, individual attributes and context. Studies in Higher Education. 2017;43:1923–1937.
  • 2.Cimatti, B. Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research. 2016; 10: 97-130.
  • 3.Wesley, SC, Jackson, VP and Lee, M. The perceived importance of core soft skills between retailing and tourism management students, faculty and businesses. Employee Relations. 2017;39:79-99.
  • 4.Moss, P and Tilly, C. Stories employers tell: Race, skill, and hiring in America.Russell Sage Foundation; 2001.
  • 5.Succi C and Canovi, M. Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Studies in Higher Education. 2019;45:1834-1847.
  • 6.Tsirkas, K, Chytiri, AP and Bouranta, N. The gap in soft skills perceptions: a dyadic analysis. Education+ Training. 2020; 62:357-377.
  • 7.Atilla Bal, E. Recruiting new graduates: What success profile are organizations looking for? EAWOP InPractice Journal. 2020;1:75-96.
  • 8.Ünal, F.İstihdam edilebilirlik becerileri ve bu becerilerin kazandırılmasına yönelik stratejiler. Kurgu Dergisi. 2003;20:281-298.
  • 9.Kuran, E. Türkiye'nin gençlerinin iş yaşamına bakışı. Harvard Business Review Turkish Edition. 2020;9:38-57.
  • 10.Yıldırım, T. Öğrencilerin istihdam edilebilirlik ve bilgi okuryazarlığı becerileri: Hacettepe Üniversitesi örneği Hacettepe Üniversitesi Doktora Tezi. Ankara, 2019.
  • 11.Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
  • 12.Kılıç, B, Işık, R, Tuncer, AE et al. Transition to Professional Life through Experiential Learning: An Undergraduate Course. In Taras, V. & Gonzalez-Perez, M. A. (Eds.) Palgrave Handbook of Experiential Learning in International Business. Palgrave Macmillan; 2015.p.484-499.
  • 13.Durak-Batıgün, A and Atay-Kayış, A. (2014). Üniversite öğrencilerinde stres faktörleri: kişilerarası ilişki tarzları ve problem çözme becerileri açısından bir değerlendirme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2014;29:69-80.
  • 14.Van der Meer, J, Jansen, E and Torenbeek, M. It’s almost a mindset that teachers need to change: first‐year students’ need to be inducted into time management. Studies in Higher Education. 2010;35: 777-791.
  • 15.Ünalan, D, Şenol, V, Öztürk, A et al. Meslek yüksekokullarının sağlık ve sosyal programlarında öğrenim gören öğrencilerin sağlıklı yaşam biçimi davranışları ve öz-bakım gücü düzeyleri arasındaki ilişkinin incelenmesi. İnönü Üniversitesi Tıp Fakültesi Dergisi. 2007;14:101-109.
  • 16.Ulla Díez, SM and Pérez-Fortis, A. Socio-demographic predictors of health behaviors in Mexican college students. Health Promotion International. 2010; 25: 85-93.
  • 17.Öztürk, B, Büyükerik, B, Akarsu, R et al. Investigation of Cognitive, Psychological and Physical Factors Affecting Academic Performance of University Students by Principal Component Analysis During the Covid-19 Pandemic. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi. 2022;13:385-393.
  • 18.Türk Eğitim Vakfı. Pandemi Döneminde Bursiyer Öğrencilerin İhtiyaç Analizi Araştırması. Accessed on: 15.03.2022. https://www.tev.org.tr/haberler-ve-yenilikler/tr/6/Gumus-Baykus-Odulu-Kazandik
  • 19.Özcan, S and Bozhüyük, A. Çukurova Üniversitesi sağlık bilimleri öğrencilerinin sağlıklı yaşam davranışları. Çukurova Medical Journal. 2016;41:664-674.
  • 20.Shaikh, B, Kahloon, A, Kazmi, M, et al. Students, stress and coping strategies: a case of Pakistani medical school. Education for Health: Change in Learning & Practice. 2004;17:346-353.
  • 21.Nacar, M, Baykan, Z, Cetinkaya, F et al. Health promoting lifestyle behaviour in medical students: a multicentre study from Turkey. Asian Pacific Journal of Cancer Prevention. 2014;15:8969-8974.
  • 22.Coşgun, N. Çalışma hayatında stres ve iyimserliğin iş tatminine etkisi ve bir araştırma. İstanbul Üniversitesi Yüksek Lisans Tezi.İstanbul, 2006.
  • 23.Adelson, JL. A “perfect” case study: Perfectionism in academically talented fourth graders. Gifted Child Today.2007;30:14-20.
  • 24.Van der Meer, J, Jansen, E, & Torenbeek, M. It’s almost a mindset that teachers need to change: first‐year students’ need to be inducted into time management. Studies in Higher Education.2010;35:777-791.
  • 25.Buhr, K and Dugas, MJ. The intolerance of uncertainty scale: Psychometric properties of the English version. Behaviour Research and Therapy.2002;40:931-945.
  • 26.O'Donovan, A and Hughes, B. M. Access to social support in life and in the laboratory: Combined impact on cardiovascular reactivity to stress and state anxiety. Journal of Health Psychology. 2008;13:1147-1156.
  • 27.İlgöz, M. Stres Kaynakları, Sonuçları ve Stresle Mücadele. Beykent Üniversitesi Yüksek Lisans Tezi. İstanbul, 2014.
  • 28.Tekin, GO. Çalışma Yaşamında Stres Kaynakları ve Kamu Kurumlarında Çalışanlar Üzerine Etkileri: Edirne Örneği. Trakya Üniversitesi Yüksek Lisans Tezi. Edirne, 2010.
  • 29.Özden, K and Sertel-Berk, Ö. Kariyer Stresi Ölçeği’nin (KSÖ) Türkçe'ye uyarlanması ve psikometrik özelliklerinin sınanması. Psikoloji Çalışmaları.2017;37:35-51.
  • 30.Kolb, DA.Experiential learning: Experience as the source of learning and development. Pearson;2015.
  • 31.Pişkin, M and Ersoy Kart, M. Üniversite Kariyer Merkezlerinin Örgüt Yapısı ve Personel Profilinin İncelenmesi: Kimler Yönetiyor? Kimler Yürütüyor? Sosyal Güvenlik Dergisi.2019;9:275-298.
There are 31 citations in total.

Details

Primary Language English
Subjects Health Policy
Journal Section Research Article
Authors

Esra Atilla Bal 0000-0002-8651-9609

Publication Date March 17, 2023
Submission Date October 15, 2022
Published in Issue Year 2023Volume: 14 Issue: 2

Cite

EndNote Atilla Bal E (March 1, 2023) Stress Management: A Priority Developmental Need for University Students. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi 14 2 173–182.
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