Relationship between the dimensions of eighth-grade elementary-school students? interpersonal relationship and their achievement in science-course

The aim of this study is to investigate both the dimensions of eighth-grade elementary school students? interpersonal relationship, which occupies a place of great importance in their in-and-out-of school lives, some socio-demographic characteristics and especially the relationship between their achievements in science-courses. In the study was used `the descriptive survey method?. For the sample of the study to be created, as representatives of both cities, eight primary schools run by the Ministry of Education in the provincial and/or district centers and villages of Ordu and Giresun, were selected through stratified sampling in the Academic Year of 2011-2012. Only one eighth-grade class was selected to represent each of the schools selected. Thus, 439 students were involved in the study. In order for the data targeted to be obtained, such tools as ?Student Information Form? prepared by the researcher, ?Dimensions of Interpersonal Relationship Scale? developed by Imamoğlu in (2009) and final grade averages of Science and Technology Course were used. Such methods and techniques as Arithmetic Mean, Standard Deviation, t-Test, One factor Variance Analysis (One-Way Anova) and Pearson Correlation Analysis were used for the data obtained from the study to be analyzed. The results obtained from the study showed that students? grade-averages out of such sub-dimensions of their interpersonal relationship as dependency of confirmation, empathy, trust in others and awareness of emotion differentiated in parallel with the presence of a study, sex, place of residence, social economic level and parents? educational status. It was also found that there existed a meaningful relation, but at a lower level, between the students? such sub-dimensions of their interpersonal relationship as approval dependency, empathy, trust in others, lower dimension of emotional awareness and their success in Science-Course. Here, it was observed that there existed a negative and meaningful relationship at a lower-level between the sub-dimension of approval dependency and success in Science-Course, and that there also existed a positive and meaningful relationship at a lower level between the sub-dimensions of empathy, trust in others and emotional awareness, and success in `Science-Course?, respectively.Key Words: Dimensions of Interpersonal Relationship, Success in Science-Course, Elementary-School Eighth Grade Students.*This thesis was supported by Giresun University Scientific Research Projects Unit. Project code: EĞT-BAP-140411-02