Psikolojik Güven Algısı, Sosyal Bulunuşluk, Bilişsel Katılım ve Algılanan Öğrenme Arasındaki İlişkiler

Abstract

This study aimed to examine the relationships among psychological safety perceptions, social presence, cognitive engagement, and perceived learning of university students. The research employed a correlational survey model from descriptive research methods and involved 450 students learning English as a foreign language at the foreign languages school of two universities. In the study, the Psychological Safety Neuroperception Scale, developed by Morton et al. in 2022, was adapted and used to examine participants' psychological safety perceptions. The PSCP Social Presence Scale was developed and used to determine students' social presence, the PSCP Cognitive Engagement Scale was developed and used to determine their cognitive engagement, and the PSCP Perceived Learning Scale was developed and used to determine their perceived learning. Structural equation modeling was used to analyze the data. The study found that students' psychological safety perceptions positively affected their social presence, which in turn positively affected their cognitive engagement. Cognitive engagement was found to positively affect perceived learning. Additionally, social presence mediated the relationship between psychological safety perceptions and cognitive engagement, while cognitive engagement mediated the relationship between social presence and perceived learning. The PSCP Structural Model showed a good fit, indicating strong relationships among the studied variables. In conclusion, within the framework of the PSCP Structural Model, it has been determined that psychological safety perception significantly affects social presence, social presence significantly affects cognitive engagement, and cognitive engagement significantly affects perceived learning.