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The aim of this study was to reveal whether the success orientation, self-handicapping behaviours and demographic features of the classroom teachers predict their school alienation in a meaningful way of or not. This research is a descriptive study that has the relational screening model which aims at determining the success orientation, self-handicapping behaviours and demographic features of the classroom teachers, which affect their school alienation levels, and identifying their mutual interaction. The population of the study consisted of 370 students of Cukurova University Faculty of Education, Department of Primary School Teaching, in the educational year 2014-2015. The data were collected by means of Students Alienation Scale developed by Caglar (2012), 2X2 Success Orientation Scale of which validity and reliability tests were performed by Akin (2006a), Translation into Turkish by Ozgungor (2008), Preemptive Behavior scale of  which validity and reliability tests were performed and Personal Information Form prepared by the researcher. The data obtained were analysed using the SPSS 21.0 programme. Correlation analysis was made in order to reveal relations among the variables. Multiple regression analysis was used in order to identify the variables that predict the school alienation levels of the students of primary school teaching. As a result of the multiple regression analysis that were made, it has been understood that powerlessness sub-dimension of school alienation by students of primary school teaching predicts respectively learning-approach, poor relations with the teaching stuff, learning-avoidance, self-handicapping and very low academic success level; the normlesness sub-dimension predicts learning-approach, academic success grade, performance-approach, learning-avoidance, poor relations with the teaching stuff; the isolation sub-dimension predicts very good relations with classmates, performance-approach, learning-avoidance, medium level relations with classmates and  choosing  department; the meaninglessness sub-dimension predicts performance-avoidance, learning-avoidance, self-handicapping,  choosing  department, poor relations with the teaching stuff and the gender; total point of school alienation learning- approach, self-handicapping, choosing department, poor relations with the teaching stuff, acedemic success grade, performance-avoidance, learning- avoidance, variables. Ozet Bu arastirmanin amaci, sinif ogretmenligi ogrencilerinin basari yonelimi, kendini engelleme davranislari ve demografik ozelliklerinin okula yabancilasmalarini anlamli bir sekilde yordayip yordamadigini ortaya cikartmaktir. Arastirma, sinif ogretmenligi ogrencilerinin okula yabancilasma duzeylerini etkileyen basari yonelimleri, kendini engelleme davranislari ve demografik ozelliklerinin saptanmasi ve bunlarin birbirleriyle etkilesimlerinin belirlenmesini amaclayan iliskisel tarama modelinde betimsel bir calismadir. Arastirmanin evrenini 2014-2015 egitim-ogretim yilinda Cukurova Universitesi Egitim Fakultesi Sinif Ogretmenligi Bolumunde ogrenim goren 370 ogrenci olusturmaktadir. Arastirmanin verileri Caglar (2012) tarafindan gelistirilen Ogrenci Yabancilasma Olcegi, Akin (2006a)   tarafindan gecerlik guvenirlik calismasi yapilan 2X2 Basari Yonelimleri Olcegi, Ozgungor (2008) tarafindan Turkceye cevrisi, gecerligi ve guvenirlik calismasi yapilan Engelleyici Davranis olcegi ve arastirmaci tarafindan hazirlanan Kisisel Bilgi Formu ile toplanmistir. Elde edilen veriler SPSS 21.0 programinda cozumlenmistir. Degiskenler arasi iliskilerin ortaya cikarilmasi amaciyla korelâsyon analizi yapilmistir.Sinif ogretmenligi ogrencilerinin okula yabancilasma duzeylerini yordayici degiskenlerin ortaya cikarilmasi icin coklu regresyon analizi kullanilmistir. Yapilan coklu regresyon analizleri sonucunda sinif ogretmenligi ogrencilerinin okula yabancilasmanin Gucsuzluk alt boyutunu sirasiyla, ogrenme-yaklasma, ogretim elemanlari ile zayif iliskiler, ogrenme-kacinma, kendini engelleme ve cok dusuk akademik basari duzeyi; Kuralsizlik alt boyutunu, ogrenme-yaklasma, akademik basari notu, performans-yaklasma, ogrenme- kacinma, ogretim elemanlariyla zayif iliski; Soyutlanma alt boyutunu, sinif arkadaslariyla cok iyi duzeyde iliski, performans-yaklasma, sinif arkadaslariyla orta duzeyde iliski ve bolumu secme ; Anlamsizlik alt boyutunu, performans-kacinma, ogrenme-kacinma, kendini engelleme, bolum secme, ogretim elemanlariyla zayif iliski ve cinsiyet, Okula yabancilasma toplam puanini, ogrenme-yaklasma, kendini engelleme, bolum secme, ogretim elemanlari ile zayif iliskiler, akademik basari notu, performans-kacinma, ogrenme-kacinma degiskenlerinin yordadiklari anlasilmistir.

journal of human sciences

Investigating the prediction levels of school alienation of the classroom teaching students’ achievement orientation, self handicapping behaviours and demographic features&lt;p&gt;Sınıf öğretmenliği öğrencilerinin başarı yönelimi, kendini engelleme davranışları ve demografik özelliklerinin okula yabancılaşmayı yordama düzeylerinin incelenmesi