Araştırma Makalesi
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Yıl 2021, Cilt: 8 Sayı: 1, 145 - 162, 31.03.2021
https://doi.org/10.33200/ijcer.824488

Öz

Kaynakça

  • Alarcon, G. M., Edwards, J. M., & Menke, L. E. (2011). Student burnout and engagement: A test of the conservation of resources theory. The Journal of Psychology, 145(3), 211-227.
  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
  • Atik, S., & Özer, N. (2020). Lise öğrencilerinin öğretmene güvenleri ile akademik başarıları arasındaki ilişkide okula karşı tutum, okula yabancılaşma ve okul tükenmişliğinin doğrudan ve dolaylı rolü [The direct and indirect role of school attitude, alienation to school and school burnout in the relation between the trust in teacher and academic achievements of students]. Eğitim ve Bilim, 45(202), 441-458.
  • Ay, İ. (2014). Üniversite öğrencilerinin psikolojik yardım gereksinimlerine ilişkin öznel faktörlerin incelenmesi [Investigating the subjective factors related to the need for psychological help of the college students]. (Doctoral Dissertation). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Aypay, A. (2012). Ortaöğretim öğrencileri için Okul Tükenmişliği Ölçeği (OOTÖ) [School Burnout Scale for secondary school students (SBSS)]. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 773-787.
  • Aypay, A. (2017). A positive model for reducing and preventing school burnout in high school students. Educational Sciences: Theory and Practice, 17(4), 1345-1359.
  • Aypay, A., & Eryılmaz, A. (2011). Relationships of high school sdutent’s subjective well-being and school burnout. International Online Journal of Educational Sciences, 3(1), 181-199.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi [The prevalence of burnout among prospective teachers, it’s relation with demographic variables and academic achievement]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 151-165.
  • Bandura, A. (1977). Social learning theory. NY: General Learning.
  • Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528.
  • Baumeister, R. F., & Vohs, K. D. (2012). Self regulation and the executive function of the self. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 180-197). New York: The Guilford.
  • Baumeister, R. F., & Vohs, K. D. (2007). Self‐regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128.
  • Beltran, C. A., Moreno, M. P., Estrada, J. S. Lopez, T. M., & Rodriguez, A. (2009). Social support, burnout syndrome and occupational exhaustion among traffic police agents. The Spanish Journal of Psychology, 12(2), 585-592.
  • Brake, H., Eijkman, M., Hoogstraten, J., & Gorter, R. (2005). Dentists' self assessment of burnout: An internet feedback tool. International Dental Journal, 55(3), 119-126.
  • Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). Hoboken, NJ, US: John Wiley & Sons.
  • Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek & T. L. Jackson (Eds.), Innovations in clinical practice: A source book (pp. 281-289). Sarasota, FL: Professional Resource.
  • Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre and early adolescence: The development and psychometric properties of the Friendship Qualities Scale. Journal of Social and Personal Relationships, 11(3), 471-484.
  • Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016). Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. Journal of Adolescence, 53, 169-179.
  • Carey, K. B., Neal, D. J., & Collins, S. E. (2004). A psychometric analysis of the self-regulation questionnaire. Addictive Behaviors, 29(2), 253-260.
  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta analysis. Educational Research Review, 14, 33-46.
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The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal

Yıl 2021, Cilt: 8 Sayı: 1, 145 - 162, 31.03.2021
https://doi.org/10.33200/ijcer.824488

Öz

This study aimed to contribute to a holistic analysis of the effect of school burnout on academic achievement and well-being in high school students. For this purpose, a structural equation model made up of variables, including self-regulation, student-teacher relationships, peer relationships, family involvement to school, school burnout, academic achievement, and well-being, was tested. The sample of study consisted of 866 high school students from seven different types of high schools. The data of study were collected using a set of eight scales consisting of the Personal Information Form, Self-Regulation Scale, the Friendship Qualities Scale, the Self-Determination Theory-Based Student-Teacher Relationship Questionnaire-High School Form, the Perceived Parental and Teacher Academic Involvement Scale, the Maslach Burnout Inventory-Student Survey, the Academic Achievement (GPA), and the EPOCH Measure of Well-Being (EPOCH). Total six hypotheses were tested with the hypothetical model established within the scope of the study. As a result of the analysis, it was found that all of the hypotheses regarding the proposed hypothetical model were accepted, and the model was confirmed. The findings of the study revealed that each of the variables, namely, self-regulation, student-teacher relationships, peer relationships, and family involvement to school, had a direct and negative predictor effect on school burnout. 

Kaynakça

  • Alarcon, G. M., Edwards, J. M., & Menke, L. E. (2011). Student burnout and engagement: A test of the conservation of resources theory. The Journal of Psychology, 145(3), 211-227.
  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
  • Atik, S., & Özer, N. (2020). Lise öğrencilerinin öğretmene güvenleri ile akademik başarıları arasındaki ilişkide okula karşı tutum, okula yabancılaşma ve okul tükenmişliğinin doğrudan ve dolaylı rolü [The direct and indirect role of school attitude, alienation to school and school burnout in the relation between the trust in teacher and academic achievements of students]. Eğitim ve Bilim, 45(202), 441-458.
  • Ay, İ. (2014). Üniversite öğrencilerinin psikolojik yardım gereksinimlerine ilişkin öznel faktörlerin incelenmesi [Investigating the subjective factors related to the need for psychological help of the college students]. (Doctoral Dissertation). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Aypay, A. (2012). Ortaöğretim öğrencileri için Okul Tükenmişliği Ölçeği (OOTÖ) [School Burnout Scale for secondary school students (SBSS)]. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 773-787.
  • Aypay, A. (2017). A positive model for reducing and preventing school burnout in high school students. Educational Sciences: Theory and Practice, 17(4), 1345-1359.
  • Aypay, A., & Eryılmaz, A. (2011). Relationships of high school sdutent’s subjective well-being and school burnout. International Online Journal of Educational Sciences, 3(1), 181-199.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi [The prevalence of burnout among prospective teachers, it’s relation with demographic variables and academic achievement]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 151-165.
  • Bandura, A. (1977). Social learning theory. NY: General Learning.
  • Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528.
  • Baumeister, R. F., & Vohs, K. D. (2012). Self regulation and the executive function of the self. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 180-197). New York: The Guilford.
  • Baumeister, R. F., & Vohs, K. D. (2007). Self‐regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128.
  • Beltran, C. A., Moreno, M. P., Estrada, J. S. Lopez, T. M., & Rodriguez, A. (2009). Social support, burnout syndrome and occupational exhaustion among traffic police agents. The Spanish Journal of Psychology, 12(2), 585-592.
  • Brake, H., Eijkman, M., Hoogstraten, J., & Gorter, R. (2005). Dentists' self assessment of burnout: An internet feedback tool. International Dental Journal, 55(3), 119-126.
  • Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). Hoboken, NJ, US: John Wiley & Sons.
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  • Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016). Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. Journal of Adolescence, 53, 169-179.
  • Carey, K. B., Neal, D. J., & Collins, S. E. (2004). A psychometric analysis of the self-regulation questionnaire. Addictive Behaviors, 29(2), 253-260.
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  • Kara, S. (2014). Lise öğrencilerinde okul tükenmişliği ile psikolojik iyi olma arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi [Investigation of the relationship between school burnout and psychological well-being in high school students in terms of various variables]. (Master thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The EPOCH measure of adolescent well-being. Psychological Assessment, 28(5), 586-597.
  • Kim, J. H., Yoon, Y. J., & Jung, I. K. (2016). The mediating effects of stress coping strategy on the relationship between academic burnout and school adjustment in Korean adolescents. Journal of Korean Home Economics Education Association, 28(1), 71-85.
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  • Kutsal, D. (2009). Lise öğrencilerinin tükenmişliklerinin incelenmesi [Examining the burnout of high school students]. (Master thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Kuzucu, Y., & Özdemir, Y. (2013). Ergen ruh sağlığının anne ve baba katılımı açısından yordanması [Predicting adolescent mental health in terms of mother and father involvement]. Eğitim ve Bilim, 38(168), 96-112.
  • Külekçi Akyavuz, E. (2020). Ortaöğretim öğrencilerinin okul tükenmişliği ve okula yabancılaşma algıları arasındaki ilişkisinin incelenmesi [Analysis of the relationship between secondary education students’ school burnout and perceptions regarding alienation to school.] Kastamonu Education Journal, 28(2), 847-857.
  • Lee, J., Puig, A., Kim, Y. B., Shin, H., Lee, J. H., & Lee, S. M. (2010). Academic burnout profiles in Korean adolescents. Stress and Health, 26(5), 404-416.
  • Lindberg, E. N., & Demircan, A. (2013). Ortaöğretim okullarında aile katılımının değerlendirilmesi: Aile Katılım Ölçeği Veli ve Öğretmen Formları’nın Türkçe’ye uyarlanması [Parental participation at high school: Adaptation of Teachers’ and Parents’ Scales of Parental Participation.] Cumhuriyet Uluslararası Eğitim Dergisi, 2(3), 64-78.
  • Lunenburg, F. C., & Ornstein, A. C. (2013). Eğitim yönetimi [Education management] (G. Arastaman, T. Ed.). Ankara: Nobel.
  • Luo, Y., Wang, Z., Zhang, H., Chen, A., & Quan, S. (2016). The effect of perfectionism on school burnout among adolescence: The mediator of self-esteem and coping style. Personality and Individual Differences, 88, 202-208.
  • Madigan, D. J., & Curran, T. (2020). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 1-19.
  • May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126-131.
  • May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126-131.
  • Murdock, K. K. (2013). Texting while stressed: Implications for students burnout, sleep, and well-being. Psychology of Popular Media Culture, 2(4), 207–221.
  • Öğülmüş, S. (2006). Okullarda şiddet ve alınabilecek önlemler [Violence in schools and measures that can be taken]. Eğitime Bakış, 2(7), 16-24.
  • Özhan, M., B. (2019). Lise öğrencilerinde okul tükenmişliğinin akademik başarı ve iyi oluşa etkisinin bütüncül olarak incelenmesi [Investigation of the effect of school burnout on academic achievement and well-being with a holistic approach in high school students]. (Doctoral Dissertation). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Parker, P. D., & Salmela-Aro, K. (2011). Developmental processes in school burnout: A comparision of major developmental models. Learning and Individual Differences. 21, 244-248.
  • Pilkauskaite-Valickiene, R., Zukauskiene, R., & Raiziene, S. (2011). The role of attachment to school and open classroom climate for discussion on adolescents’ school-related burnout. Procedia-Social and Behavioral Sciences, 15, 637-641.
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  • Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649-662.
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  • Zorbaz, O. (2018). Lise öğrencilerinin okul terk risklerini etkileyen öğrenci ve okul düzeyindeki faktörler [Student and school level factors affecting drop out risks of high school students]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Mehmet Buğra Özhan 0000-0002-7924-4379

Galip Yüksel 0000-0002-6840-8462

Yayımlanma Tarihi 31 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 1

Kaynak Göster

APA Özhan, M. B., & Yüksel, G. (2021). The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal. International Journal of Contemporary Educational Research, 8(1), 145-162. https://doi.org/10.33200/ijcer.824488

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868