KANADALI VE TÜRK ÜNİVERSİTE ÖĞRENCİLERİNİN ÖZ ANLAYIŞ, MERHAMET VE DUYGUSAL ZEKALARININ KARŞILAŞTIRILMASI
Bibliographic record
Abstract
Bu arastirma sosyo-demografik o zelliklere g o re Kanadali ve Turk universite ogrencilerinin o z anlayis, duygusal zeka ve merhamet duygularinin arasinda fark olup olmadigini arastirmaktadir . Arastirma 10 yildan fazla suredir egitim gordukleri ulkede yasamak kosuluna bakilarak; Kanada’da ve Turkiye’de egitim goren universite ogrencileri arasinda yapilmistir . Arastirmada Kanadali ogrencilere uygulama yapilirken Oz Anlayis ol c egi, Duygusal Zeka Ol c egi, Merhamet o l c eklerinin yabanci versiyonlari kullanilmistir. Turkiye’de ise Tuk c eye adapte edilmis , ge c erliligi ve guvenirligi yapilmis ol c eklerin Turk c e versiyonlari kullanilmistir. Arastirma analizlerinde T-testi, Korelasyon analizi, Cok y o nlu varyans analizi ve Manova y o ntemi kullanilmistir. Arastirma bulgulari Turk universite ogrencilerinin o z anlayis duzeylerinin, Kanadali universite ogrencilerinin o z anlayis duzeylerinden daha yuksek oldugu y o nundedir. Aralarindaki fark istatiksel acidan anlamli bulunmustur. U niversite ogrencilerinin duygusal zeka o l c egi alt o l c egi olan sosyallik ulkeye g o re farklilasmaktadir. Turkiye’de yasayan katilimcilarin puan ortalamasi Kanada’da yasayan katilimcilarin puan ortalamasindan anlamli derecede yuksektir. Merhamet Ol c eginin alt o l c ekleri; sevecenlik, umursamazlik, baglantisizlik ve iliski kesme yasanilan ulkeye g o re farklilasmaktadir. Turkiye’de yasayan katilimcilarin sevecenlik alt o l c egi puan ortalamasi Kanada’da yasayan katilimcilarin sevecenlik alt o l c egi puan ortalamasindan anlamli derecede yuksektir. Kanada’da yasayan katilimcilarin umursamazlik, baglantisizlik ve iliski kesme alt o l c ekleri puan ortalamasi Turkiye’de yasayan katilimcilarin umursamazlik, baglantisizlik ve iliski kesme alt o l c ekleri ortalamasindan anlamli derecede yuksektir. This research examines; Canadian and Turkish university students’ differences in self-compassion, emotional intelligence and the level of compassion, due to their socio-demographic characteristics. Field research is made with students who are studying in Canada and Turkey with the required condition of more than 10 years living in the country that they are studying. The research used; Self-Compassion Scale, Emotional Intelligence Scale and Compassion Scale for Canadian students. While in Turkey, the Turkish adapted versions of same scales, with proven validity and reliability were used. in the analysis; T-Test, Correlation Analysis, Versatile Variants Analysis and Manova methods were used. The research shows that Turkish university students has higher level of self-compassion than Canadian university students. The difference between them are found statistically reasonable. The social sub-scale of emotional intelligence scale of university students differs by Country. The participants live in Turkey have significantly higher average points than the participants living in Canada. The sub-scales of Compassion Scale, namely kindness, recklessness, irritation and disengagement differs by Country. Average kindness sub-scale points of Turkish participants are significantly higher than Canadian participants. The participants from Canada have significantly higher points in; recklessness, irr ela tion and disengagement sub-scales than participants from Turkey.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.031 | 0.008 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".