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The Effect of Mobbing Behaviors on Students’ Burnout: An Empirical Study on Undergraduate Students of the Faculty of Sports Sciences

Year 2020, Volume: 5 Issue: 1, 1 - 14, 30.06.2020
https://doi.org/10.25307/jssr.640401

Abstract

Numerous variables influence student burnout, one of which is mobbing. In this study, the effect of mobbing behaviors on undergraduate students’ burnout was investigated. The data were obtained from students of a faculty of sports sciences (n=223). To measure mobbing, we used a modified version of the Negative Acts Questionnaire–Revised (NAQ–R: Einarsen et al., 2009) adapted to the higher education context. The new version of this scale was developed in this study, and it was labeled as the Negative Acts Questionnaire–Student (NAQ–S). For the validity of the scale, both exploratory factor analysis and confirmatory factor analysis were applied. In addition, Cronbach’s alpha coefficient was calculated for the reliability of the scale. The validity and reliability analyzes showed high values. As a result, NAQ–S contained 12 items (see the appendix) and a two–factor structure: academic mobbing (1–4 items) and non–academic mobbing (5–12 items). On the other hand, to measure students’ burnout, Maslach Burnout Inventory–Student Survey (MBI–SS: Schaufeli et al., 2002) was used. Then, hierarchical regression analysis was used to investigate the relationships between variables. The results showed that mobbing behaviors had a significant and positive effect on students’ burnout (β=.350; p<0.01).

References

  • Alex-Hart, B.A., Okagua, J. and Opara, P. (2015). Prevalence of bullying in secondary schools in Port Harcourt. Int J Adolesc Med Health, 27(4), 391-396. DOI: https://doi.org/10.1515/ijamh-2014-0038.
  • Brislin, R.W. (1970). Back-translation for cross-cultural research. Journal of Cross-cultural Psychology, 1(3), 187-216. DOI: https://doi.org/10.1177/135910457000100301.
  • Browne, M.W. and Cudeck, R. (1993). Alternative ways of assessing model fit. In: K. A. Bollen & J.S. Long (Eds) Testing structural equation models. Newbury Park: Sage.
  • Byrne, B.M. (2001). Structural equation modeling with AMOS – Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates Inc., Publishers.
  • Einarsen, S., Hoel, H. and Notelaers, G. (2009). Measuring exposure to bullying and harassment at work: Validity, factor structure and psychometric properties of the Negative Acts Questionnaire-Revised. Work & Stress, 23(1), 24-44. DOI: https://doi.org/10.1080/02678370902815673.
  • Furrer, C.J, Skinner, E.A. and Pitzer, J.R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
  • Giovazoalias, T. and Malikiosi-Loizos, M. (2015). Bullying at Greak universities: Cross-national perspectives. In H. Cowie, C.A. Myers (Eds.), Bullying among university students (pp. 110-126). London: Routledge.
  • Goodboy, A., Martin, M. and Johnson, Z. (2015). The relationships between workplace bullying by graduate faculty with graduate students’ burnout and organizational citizenship behaviors. Communication Research Reports, 32(3), 272-280. DOI: https://doi.org/10.1080/08824096.2015.1052904.
  • Heinemann, P. (1972). Mobbning – Gruppvåld bland barn och vuxna (Mobbing – Group Violence by Children and Adults). Stockholm: Natur and Kultur.
  • Hoover, J.H., Oliver, R. and Hazler, R.J. (1992). Bullying: Perceptions of adolescent victims in the midwestern USA. School Psychology International, 13(1), 5-16. DOI: https://doi.org/10.1177/0143034392131001.
  • Jacobs, S.R. and Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291-303. DOI: https://doi.org/10.1353/csd.2003.0028.
  • Karasek, R.A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285-308. DOI: https://doi.org/10.2307/2392498.
  • Karık, T. ve Yıldız, S.M. (2015). Mobbing davranışlarının kadın basketbolcuların tükenmişliği üzerine etkisi. Uluslararası İnsan Bilimleri Dergisi, 12(2), 430-442. DOI: https://doi.org/10.14687/ijhs.v12i2.3349.
  • Kim, B., Jee, S., Lee, J., An, S. and Lee, S.M. (2017). Relationships between social support and student burnout: A meta-analytic approach. Stres & Health, 34(1), 127-134. DOI: https://doi.org/10.1002/smi.2771.
  • Leymann, H. (1996). The content and development of mobbing at work. European Journal of Work and Organizational Psychology, 5(2), 165-184. DOI: https://doi.org/10.1080/13594329608414853.
  • Lorenz, K. (1963). On Aggression. San Diego, CA: Harcourt Brace.
  • Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189-192. DOI: https://doi.org/10.1111/1467-8721.01258.
  • Maslach, C. and Leiter, M.P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498-512. DOI: https://doi.org/10.1037/0021-9010.93.3.498.
  • McCarthy, M.E., Pretty, G.M. and Catano, V. (1990). Psychological sense of community and student burnout. Journal of College Student Development, 31(3), 211-216.
  • Metzger, A.M., Petit, A. and Sieber, S. (2015). Mentoring as a way to change a culture of academic bullying and mobbing in the humanities. Higher Education for the Future, 2(2), 139-150. DOI: https://doi.org/10.1177/2347631115584119.
  • Neumann, Y., Finaly-Neumann, E. and Reichel, A. (1990). Determinants and consequences of students’ burnout in universities. The Journal of Higher Education, 61(1), 20-31. DOI: https://doi.org/10.1080/00221546.1990.11775089.
  • Notelaers, G., Einarsen, S., De Witte, H. and Vermunt, J.K. (2006). Measuring exposure to bullying at work: The validity and advantages of the latent class cluster approach. Work & Stress, 20(4), 289-302. DOI: https://doi.org/10.1080/02678370601071594.
  • Öntürk, Y. (2018). Spor ortamında mobbing. Ankara: Gece Kitaplığı Yayınevi.
  • Park, K.H., Kim, D.H, Kim, S.K., Yi, Y.H., Jeong, J.H., Chae, J., Hwang, J. and Roh, H.R. (2015). The relationships between empathy, stress and social support among medical students. International Journal of Medical Education, 6, 103-108. DOI: https://doi.org/10.5116/ijme.55e6.0d44.
  • Pienaar, J. and Sieberhagen, C. (2005). Burnout and engagement of student leaders in a higher education institution. South African Journal of Higher Education, 19(1), 155-166.
  • Rahmati, Z. (2015). The study of academic burnout in students with high and low level of self-efficacy. Procedia-Social and Behavioral Sciences, 171(16), 49-55. DOI: https://doi.org/10.1016/j.sbspro.2015.01.087.
  • Salmela-Aro, K., Savolainen, H. and Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. J Youth Adolescence, 38(10), 1316-1327. DOI: https://doi.org/10.1007/s10964-008-9334-3.
  • Schaufeli, W.B., Martínez, I.M., Pinto, A.M., Salanova, M. and Bakker, A.B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. DOI: https://doi.org/10.1177/0022022102033005003.
  • Schaufeli, W.B. and Taris, T.W. (2005). The conceptualization and measurement of burnout: Common ground and worlds apart. Work & Stress, 19(3), 256-262. DOI: https://doi.org/10.1080/02678370500385913.
  • Taştan, N. ve Gökler, R. (2017). Öğrenci görüşlerine göre siber-zorbalık ve okul tükenmişliği arasındaki ilişki. Uluslararası Sosyal Araştırmalar Dergisi, 10(54), 771-777. DOI: http://dx.doi.org/10.17719/jisr.20175434644.
  • Thomas, C.H. and Lankau, M.J. (2009). Preventing burnout: The effects of LMX and mentoring on socialization, role stress, and burnout. Human Resource Management, 48(3), 417-432. DOI: https://doi.org/10.1002/hrm.20288.
  • Tınaz, P. (2006). İşyerinde psikolojik taciz (mobbing). Çalışma ve Toplum, 4(11), 13-28.
  • Vandekerckhove, W. and Commers, M.S.R. (2003). Downward workplace mobbing: A sign of the times? Journal of Business Ethics, 45(1-2), 41-50. DOI: https://doi.org/10.1023/A:1024168311652.
  • Varhama, L.M. and Björkqvist, K. (2004). Conflicts, workplace bullying and burnout problems among municipal employees. Psychological Reports, 94(3c), 1116-1124. DOI: https://doi.org/10.2466/pr0.94.3c.1116-1124.
  • Vveinhardt, J., Fominiene, V.B. and Andriukaitiene, R. (2019). Encounter with bullying in sport and its consequences for youth: Amateur athletes’ approach. International Journal of Environmental Research and Public Health, 16(23), 4685. DOI: https://doi.org/10.3390/ijerph16234685.
  • Wolke, D., Woods, S., Bloomfield, L. and Karstadt, L. (2001). Bullying involvement in primary school and common health problems. Arch Dis Child, 85(3), 197-201. DOI: https://doi.org/10.1136/adc.85.3.197.
  • Yamada, S., Cappadocia, M.C. and Pepler, D. (2014). Workplace bullying in Canadian graduate psychology programs: Student perspectives of student–supervisor relationships. Training and Education in Professional Psychology, 8(1), 58-67. DOI: https://doi.org/10.1037/tep0000015.
  • Yang, H-J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283-301. DOI: https://doi.org/10.1016/j.ijedudev.2003.12.001.
  • Yıldız, K. ve Dirik, D. (2019). Algılanan sosyal destek ve stresle başa çıkma tarzları arasındaki ilişkide algılanan öz yeterliliğin rolü. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 17(2), 132-144. DOI: https://doi.org/10.33689/spormetre.500792.
  • Yıldız S.M. ve Tüfekçioğlu, E. (2008). Beden eğitimi ve spor yüksekokullarında eğitim destekleri, kariyer gelişim olanakları ve eğitim sonrasında istihdam durumunun öğretim elemanları ve öğrencilerin görüşlerine göre karşılaştırmalı olarak incelenmesi. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 2(2), 89-97.
  • Yıldız, S.M. (2015). Lider-üye etkileşimi, işyerinde mobbing ve mesleki tükenmişlik ilişkisi. Ankara: Detay Yayınevi.
  • Yıldız, S.M. (2016). İşyerinde mobbing davranışlarının spor ve fiziksel etkinlik işletmeleri çalışanlarının örgütsel vatandaşlık davranışına etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 165-180. DOI: https://doi.org/10.16953/deusbed.80977.
  • Yıldız, S.M. (2017). Örgütsel davranış seçme konular. Ankara: Detay Yayınevi.

Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme

Year 2020, Volume: 5 Issue: 1, 1 - 14, 30.06.2020
https://doi.org/10.25307/jssr.640401

Abstract

Bu çalışmada mobbing davranışlarının üniversite öğrencilerinin tükenmişliği üzerine etkisi incelenmiştir. Veriler bir devlet üniversitesinin spor bilimleri fakültesindeki öğrencilerinden (n=223) elde edilmiştir. Mobbing davranışlarını ölçmek için Einarsen ve diğerleri (2009) tarafından geliştirilen Negatif Davranışlar Ölçeği’nin öğrencilere yönelik versiyonu kullanılmıştır. Öğrencilere yönelik versiyon bu çalışmada geliştirilmiş ve “Negatif Davranışlar Ölçeği-Öğrenci” olarak adlandırılmıştır. Ölçeğin geçerliliği için hem açımlayıcı hem de doğrulayıcı faktör analizi uygulanmıştır. Ayrıca, ölçeğin güvenirliği için Cronbach’s alpha katsayısı hesaplanmıştır. Geçerlik ve güvenirlik analizleri yüksek değerler göstermiş ve sonuçta ölçeğin 12 maddeli ve iki boyutlu yapısı (akademik mobbing ve akademik olmayan mobbing) ortaya çıkmıştır. Diğer taraftan, öğrencilerin tükenmişliğini ölçmek için “Maslach Tükenmişlik Envanteri-Öğrenci” kullanılmıştır. Daha sonra çalışmanın amacı doğrultusunda değişkenler arasındaki ilişkiler hiyerarşik regresyon analizi ile incelenmiştir. Sonuçlar mobbing davranışlarının öğrenci tükenmişliğini anlamlı ve pozitif yönde etkilediğini göstermiştir (β=,350; p<0,01). 

References

  • Alex-Hart, B.A., Okagua, J. and Opara, P. (2015). Prevalence of bullying in secondary schools in Port Harcourt. Int J Adolesc Med Health, 27(4), 391-396. DOI: https://doi.org/10.1515/ijamh-2014-0038.
  • Brislin, R.W. (1970). Back-translation for cross-cultural research. Journal of Cross-cultural Psychology, 1(3), 187-216. DOI: https://doi.org/10.1177/135910457000100301.
  • Browne, M.W. and Cudeck, R. (1993). Alternative ways of assessing model fit. In: K. A. Bollen & J.S. Long (Eds) Testing structural equation models. Newbury Park: Sage.
  • Byrne, B.M. (2001). Structural equation modeling with AMOS – Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates Inc., Publishers.
  • Einarsen, S., Hoel, H. and Notelaers, G. (2009). Measuring exposure to bullying and harassment at work: Validity, factor structure and psychometric properties of the Negative Acts Questionnaire-Revised. Work & Stress, 23(1), 24-44. DOI: https://doi.org/10.1080/02678370902815673.
  • Furrer, C.J, Skinner, E.A. and Pitzer, J.R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
  • Giovazoalias, T. and Malikiosi-Loizos, M. (2015). Bullying at Greak universities: Cross-national perspectives. In H. Cowie, C.A. Myers (Eds.), Bullying among university students (pp. 110-126). London: Routledge.
  • Goodboy, A., Martin, M. and Johnson, Z. (2015). The relationships between workplace bullying by graduate faculty with graduate students’ burnout and organizational citizenship behaviors. Communication Research Reports, 32(3), 272-280. DOI: https://doi.org/10.1080/08824096.2015.1052904.
  • Heinemann, P. (1972). Mobbning – Gruppvåld bland barn och vuxna (Mobbing – Group Violence by Children and Adults). Stockholm: Natur and Kultur.
  • Hoover, J.H., Oliver, R. and Hazler, R.J. (1992). Bullying: Perceptions of adolescent victims in the midwestern USA. School Psychology International, 13(1), 5-16. DOI: https://doi.org/10.1177/0143034392131001.
  • Jacobs, S.R. and Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291-303. DOI: https://doi.org/10.1353/csd.2003.0028.
  • Karasek, R.A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285-308. DOI: https://doi.org/10.2307/2392498.
  • Karık, T. ve Yıldız, S.M. (2015). Mobbing davranışlarının kadın basketbolcuların tükenmişliği üzerine etkisi. Uluslararası İnsan Bilimleri Dergisi, 12(2), 430-442. DOI: https://doi.org/10.14687/ijhs.v12i2.3349.
  • Kim, B., Jee, S., Lee, J., An, S. and Lee, S.M. (2017). Relationships between social support and student burnout: A meta-analytic approach. Stres & Health, 34(1), 127-134. DOI: https://doi.org/10.1002/smi.2771.
  • Leymann, H. (1996). The content and development of mobbing at work. European Journal of Work and Organizational Psychology, 5(2), 165-184. DOI: https://doi.org/10.1080/13594329608414853.
  • Lorenz, K. (1963). On Aggression. San Diego, CA: Harcourt Brace.
  • Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189-192. DOI: https://doi.org/10.1111/1467-8721.01258.
  • Maslach, C. and Leiter, M.P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498-512. DOI: https://doi.org/10.1037/0021-9010.93.3.498.
  • McCarthy, M.E., Pretty, G.M. and Catano, V. (1990). Psychological sense of community and student burnout. Journal of College Student Development, 31(3), 211-216.
  • Metzger, A.M., Petit, A. and Sieber, S. (2015). Mentoring as a way to change a culture of academic bullying and mobbing in the humanities. Higher Education for the Future, 2(2), 139-150. DOI: https://doi.org/10.1177/2347631115584119.
  • Neumann, Y., Finaly-Neumann, E. and Reichel, A. (1990). Determinants and consequences of students’ burnout in universities. The Journal of Higher Education, 61(1), 20-31. DOI: https://doi.org/10.1080/00221546.1990.11775089.
  • Notelaers, G., Einarsen, S., De Witte, H. and Vermunt, J.K. (2006). Measuring exposure to bullying at work: The validity and advantages of the latent class cluster approach. Work & Stress, 20(4), 289-302. DOI: https://doi.org/10.1080/02678370601071594.
  • Öntürk, Y. (2018). Spor ortamında mobbing. Ankara: Gece Kitaplığı Yayınevi.
  • Park, K.H., Kim, D.H, Kim, S.K., Yi, Y.H., Jeong, J.H., Chae, J., Hwang, J. and Roh, H.R. (2015). The relationships between empathy, stress and social support among medical students. International Journal of Medical Education, 6, 103-108. DOI: https://doi.org/10.5116/ijme.55e6.0d44.
  • Pienaar, J. and Sieberhagen, C. (2005). Burnout and engagement of student leaders in a higher education institution. South African Journal of Higher Education, 19(1), 155-166.
  • Rahmati, Z. (2015). The study of academic burnout in students with high and low level of self-efficacy. Procedia-Social and Behavioral Sciences, 171(16), 49-55. DOI: https://doi.org/10.1016/j.sbspro.2015.01.087.
  • Salmela-Aro, K., Savolainen, H. and Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. J Youth Adolescence, 38(10), 1316-1327. DOI: https://doi.org/10.1007/s10964-008-9334-3.
  • Schaufeli, W.B., Martínez, I.M., Pinto, A.M., Salanova, M. and Bakker, A.B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. DOI: https://doi.org/10.1177/0022022102033005003.
  • Schaufeli, W.B. and Taris, T.W. (2005). The conceptualization and measurement of burnout: Common ground and worlds apart. Work & Stress, 19(3), 256-262. DOI: https://doi.org/10.1080/02678370500385913.
  • Taştan, N. ve Gökler, R. (2017). Öğrenci görüşlerine göre siber-zorbalık ve okul tükenmişliği arasındaki ilişki. Uluslararası Sosyal Araştırmalar Dergisi, 10(54), 771-777. DOI: http://dx.doi.org/10.17719/jisr.20175434644.
  • Thomas, C.H. and Lankau, M.J. (2009). Preventing burnout: The effects of LMX and mentoring on socialization, role stress, and burnout. Human Resource Management, 48(3), 417-432. DOI: https://doi.org/10.1002/hrm.20288.
  • Tınaz, P. (2006). İşyerinde psikolojik taciz (mobbing). Çalışma ve Toplum, 4(11), 13-28.
  • Vandekerckhove, W. and Commers, M.S.R. (2003). Downward workplace mobbing: A sign of the times? Journal of Business Ethics, 45(1-2), 41-50. DOI: https://doi.org/10.1023/A:1024168311652.
  • Varhama, L.M. and Björkqvist, K. (2004). Conflicts, workplace bullying and burnout problems among municipal employees. Psychological Reports, 94(3c), 1116-1124. DOI: https://doi.org/10.2466/pr0.94.3c.1116-1124.
  • Vveinhardt, J., Fominiene, V.B. and Andriukaitiene, R. (2019). Encounter with bullying in sport and its consequences for youth: Amateur athletes’ approach. International Journal of Environmental Research and Public Health, 16(23), 4685. DOI: https://doi.org/10.3390/ijerph16234685.
  • Wolke, D., Woods, S., Bloomfield, L. and Karstadt, L. (2001). Bullying involvement in primary school and common health problems. Arch Dis Child, 85(3), 197-201. DOI: https://doi.org/10.1136/adc.85.3.197.
  • Yamada, S., Cappadocia, M.C. and Pepler, D. (2014). Workplace bullying in Canadian graduate psychology programs: Student perspectives of student–supervisor relationships. Training and Education in Professional Psychology, 8(1), 58-67. DOI: https://doi.org/10.1037/tep0000015.
  • Yang, H-J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283-301. DOI: https://doi.org/10.1016/j.ijedudev.2003.12.001.
  • Yıldız, K. ve Dirik, D. (2019). Algılanan sosyal destek ve stresle başa çıkma tarzları arasındaki ilişkide algılanan öz yeterliliğin rolü. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 17(2), 132-144. DOI: https://doi.org/10.33689/spormetre.500792.
  • Yıldız S.M. ve Tüfekçioğlu, E. (2008). Beden eğitimi ve spor yüksekokullarında eğitim destekleri, kariyer gelişim olanakları ve eğitim sonrasında istihdam durumunun öğretim elemanları ve öğrencilerin görüşlerine göre karşılaştırmalı olarak incelenmesi. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 2(2), 89-97.
  • Yıldız, S.M. (2015). Lider-üye etkileşimi, işyerinde mobbing ve mesleki tükenmişlik ilişkisi. Ankara: Detay Yayınevi.
  • Yıldız, S.M. (2016). İşyerinde mobbing davranışlarının spor ve fiziksel etkinlik işletmeleri çalışanlarının örgütsel vatandaşlık davranışına etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 165-180. DOI: https://doi.org/10.16953/deusbed.80977.
  • Yıldız, S.M. (2017). Örgütsel davranış seçme konular. Ankara: Detay Yayınevi.
There are 43 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine, Tourism (Other)
Journal Section Original Article
Authors

Süleyman Murat Yıldız 0000-0001-7622-9870

Publication Date June 30, 2020
Acceptance Date March 13, 2020
Published in Issue Year 2020 Volume: 5 Issue: 1

Cite

APA Yıldız, S. M. (2020). Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme. Spor Bilimleri Araştırmaları Dergisi, 5(1), 1-14. https://doi.org/10.25307/jssr.640401
AMA Yıldız SM. Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme. JSSR. June 2020;5(1):1-14. doi:10.25307/jssr.640401
Chicago Yıldız, Süleyman Murat. “Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme”. Spor Bilimleri Araştırmaları Dergisi 5, no. 1 (June 2020): 1-14. https://doi.org/10.25307/jssr.640401.
EndNote Yıldız SM (June 1, 2020) Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme. Spor Bilimleri Araştırmaları Dergisi 5 1 1–14.
IEEE S. M. Yıldız, “Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme”, JSSR, vol. 5, no. 1, pp. 1–14, 2020, doi: 10.25307/jssr.640401.
ISNAD Yıldız, Süleyman Murat. “Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme”. Spor Bilimleri Araştırmaları Dergisi 5/1 (June 2020), 1-14. https://doi.org/10.25307/jssr.640401.
JAMA Yıldız SM. Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme. JSSR. 2020;5:1–14.
MLA Yıldız, Süleyman Murat. “Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme”. Spor Bilimleri Araştırmaları Dergisi, vol. 5, no. 1, 2020, pp. 1-14, doi:10.25307/jssr.640401.
Vancouver Yıldız SM. Mobbing Davranışlarının Öğrenci Tükenmişliğine Etkisi: Spor Bilimleri Fakültesi Lisans Öğrencileri Üzerinde Ampirik Bir İnceleme. JSSR. 2020;5(1):1-14.

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