Research Article
BibTex RIS Cite
Year 2023, Volume: 11 Issue: 1, 63 - 75, 28.04.2023
https://doi.org/10.18795/gumusmaviatlas.1227441

Abstract

References

  • Ang, R. P., & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement, 66(3), 522-539. https://doi.org/10.1177/001316440528246
  • Atik, S., & Çelik, O. T. (2021). Analysis of the relationships between academic motivation, engagement, burnout and academic achievement with structural equation modelling. International Journal of Contemporary Educational Research, 8(2), 118-130. https://doi.org/10.33200/ijcer.826088
  • Bakker, A. B., & Demerouti, E. (2017). Job demands– resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
  • Bempechat, J., & Shernoff, D. J. (2012). Parental influences on achievement motivation and student engagement. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.) Handbook of research on student engagement (pp. 315-342). Springer
  • Berestova, A., Kolosov, S., Tsvetkova, M., & Grib, E. (2022). Academic motivation as a predictor of the development of critical thinking in students. Journal of Applied Research in Higher Education, 14(3), 1041-1054. https://doi.org/10.1108/JARHE-02-2021-0081
  • Bowyer, K. (2012). A model of student workload. Journal of Higher Education Policy and Management, 34(3), 239–258. https://doi.org/10.1080/1360080X.2012.678729
  • Bozanoğlu, İ. (2004). Akademik güdülenme ölçeği: Geliştirmesi, geçerliği, güvenirliği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 83-98. https://doi.org/10.1501/Egifak_0000000094
  • Cengiz, S., & Peker, A. (2022). Adaptation of the Academic Resilience Scale (ARS-30): Turkish version validity and reliability study. Turkish Psychological Counseling and Guidance Journal, 12(65), 215-228. https://www.doi.org/10.17066/tpdrd.1138267
  • Çam, Z., & Öğülmüş, S. (2017). Okul tükenmişlik envanterinin Türkçeye uyarlanması ve psikometrik nitelikleri. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 6(2), 14-29.
  • Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512.
  • Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
  • El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111. https://doi.org/10.18844/cjes.v15i1.4461
  • Farr Wharton, B., Charles, M. B., Keast, R., Woolcott, G., & Chamberlain, D. (2018). Why lecturers still matter: The impact of lecturer-student exchange on student engagement and intention to leave university prematurely. Higher Education, 75(1), 167–185. https://doi.org/10.1007/s10734-017-0190-5
  • Fiorilli, C., Galimberti, V., De Stasio, S., Di Chiacchio, C., & Albanese, O. (2014). School burnout inventory with Italian students of high school. Psicol. Clin. Dello. Svilupp, 18, 403–424. https://www.rivisteweb.it/doi/10.1449/78365
  • Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1-12. https://doi.org/10.1016/j.ijer.2017.04.001
  • Firouznia, S., Yousefi, A., & Ghassemi, G. (2009). The relationship between academic motivation and academic achievement in medical students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education, 9(1), 79–84.
  • Freire, S. N. B., Jacome, O. H., & Yandun, P. F. (2019). The relationship between academic performance and attendance as factors of student promotion. Cátedra, 2(1), 44-59. https://doi.org/10.29166/catedra.v2i1.1552
  • Gabola, P., Meylan, N., Hascoët, M., De Stasio, S., & Fiorilli, C. (2021). Adolescents’ school burnout: A comparative study between Italy and Switzerland. European Journal of Investigation in Health, Psychology and Education, 11(3), 849-859. https://doi.org/10.3390/ejihpe11030062
  • Günaydın, H. D. (2022). The impact of social problem skills on academic motivation by means of covid-19 fear. Current Psychology, (41), 427–436. https://doi.org/10.1007/s12144-021-01665-z
  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning, 46(1-2), 1-12. http://dx.doi.org/10.1016/j.lrp.2013.01.001
  • Hoferichter, F., Raufelder, D., Schweder, S., & Salmela Aro, K. (2022). Validation and reliability of the German version of the school burnout inventory. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(1), 1-50. https://doi.org/10.1026/0049-8637/a000248
  • Ishii, T., Tachikawa, H., Shiratori, Y., Hori, T., Aiba, M., Kuga, K., & Arai, T. (2018). What kinds of factors affect the academic outcomes of university students with mental disorders? A retrospective study based on medical records. Asian Journal of Psychiatry, 32, 67-72. https://doi.org/10.1016/j.ajp.2017.11.017
  • Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: Impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1), 1-23. https://doi.org/10.1186/s40468-022-00191-4
  • Isoard Gautheur, S., Trouilloud, D., Gustafsson, H., & Guillet-Descas, E. (2016). Associations between the perceived quality of the coach–athlete relationship and athlete burnout: An examination of the mediating role of achievement goals. Psychology of Sport and Exercise, 22, 210–217. https://doi.org/10.1016/j.psychsport.2015.08.003
  • Jagodics, B., & Szabo, E. (2022). Student burnout in higher education: A demand-resource model approach. Trends in Psychology, 1-20. https://doi.org/10.1007/s43076-021-00137-4
  • Jiang, S., Ren, Q., Jiang, C., & Wang, L. (2021). Academic stress and depression of Chinese adolescents in junior high schools: Moderated mediation model of school burnout and self-esteem. Journal of Affective Disorders, 295, 384-389. https://doi.org/10.1016/j.jad.2021.08.085
  • Karasar, N. (2022). Bilimsel araştırma yöntemi: Kavramlar, ilkeler & teknikler. Nobel Yayıncılık.
  • Kelecioğlu, H., & Bilge, F. (2009). Akademik beklentilere ilişkin stres envanterinin uyarlanması: Geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36, 148-157.
  • Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641-680. https://doi.org/10.1080/02671522.2019.1615116
  • Lee, S. J., Choi, Y. J., & Chae, H. (2017). The effects of personality traits on academic burnout in Korean medical students. Integrative Medicine Research, 6(2), 207-213. https://doi.org/10.1016/j.imr.2017.03.005
  • Lee, M. Y., Lee, M. K., Lee, M. J., & Lee, S. M. (2020). Academic burnout profiles and motivation styles among Korean high school students. Japanese Psychological Research, 62(3), 184-195. https://doi.org/10.1111/jpr.12251
  • Lin, S. H., & Huang, Y. C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77-90. https://doi.org/10.1177/1469787413514651
  • Lindfors, P., Minkkinen, J., Rimpelä, A., & Hotulainen, R. (2018). Family and school social capital, school burnout and academic achievement: A multilevel longitudinal analysis among Finnish pupils. International Journal of Adolescence and Youth, 23(3), 368-381. https://doi.org/10.1080/02673843.2017.1389758
  • Lyndon, M. P., Henning, M. A., Alyami, H., Krishna, S., Yu, T. C., & Hill, A. G. (2017). The impact of a revised curriculum on academic motivation, burnout, and quality of life among medical students. Journal of Medical Education and Curricular Development, (4), 1-8. https://doi.org/10.1177/2382120517721901
  • May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126-131. https://doi.org/10.1016/j.lindif.2015.07.015
  • Meylan, N., Meylan, J., Rodriguez, M., Bonvin, P., & Tardif, E. (2020). What types of educational practices impact school burnout levels in adolescents?. International Journal of Environmental Research and Public Health, 17(4), 1152. https://doi.org/10.3390/ijerph17041152
  • Pisarik, C. T. (2009). Motivational orientation and burnout among undergraduate college students. College Student Journal, 43(4), 1238-1253.
  • Pokhrel, N.B., Khadayat, R., & Tulachan, P. (2020). Depression, anxiety, and burnout among medical students and residents of a medical school in Nepal: A cross-sectional study. BMC Psychiatry, 20(1), 1-18. https://doi.org/10.1186/s12888-020-02645-6
  • Polat, S. (2018). Examination of the relationship between alienation from school and school burnout in secondary school students. Journal of Uludag University Faculty of Education, 31(1), 257-277. https://dergipark.org.tr/tr/download/article-file/517850
  • Polman, R., Borkoles, E., & Nicholls, A. R. (2010). Type D personality, stress, and symptoms of burnout: The influence of avoidance coping and social support. British Journal of Health Psychology, 15(3), 681-696.
  • Puklek Levpuscek, M., & Podlesek, A. (2019). Links between academic motivation, psychological need satisfaction in education, and university students' satisfaction with their study. Psihologijske Teme, 28(3), 567-587. https://doi.org/10.31820/pt.28.3.6
  • Salmela Aro, K., Kiuru, N., Leskinen, I.E. and Nurmi, E. (2009). School-burnout inventory: Reliability and validity. European Journal of Psychological Assessment. 25(1), 48–57. https://doi.org/10.1027/1015-5759.25.1.48
  • Salmela Aro, K., Upadyaya, K., Hakkarainen, K., Lonka, K., & Alho, K. (2017). The dark side of internet use: Two longitudinal studies of excessive internet use, depressive symptoms, school burnout and engagement among finnish early and late adolescents. Journal of Youth and Adolescence, 46(2), 343-357. https://doi.org/10.1007/s10964-016-0494-2
  • Salmela Aro, K., Tang, X., & Upadyaya, K. (2022). Study demands-resources model of student engagement and burnout. In A. L. Reschly & S. L. Christenson (Eds.), Handbook of research on student engagement (2nd ed.). Springer.
  • Sorkkila, M., Aunola, K., & Ryba, T. V. (2017). A person-oriented approach to sport and school burnout in adolescent student-athletes: The role of individual and parental expectations. Psychology of Sport and Exercise, 28, 58-67. https://doi.org/10.1016/j.psychsport.2016.10.004
  • Teuber, Z., Nussbeck, F. W., & Wild, E. (2021a). School burnout among Chinese high school students: The role of teacher-student relationships and personal resources. Educational Psychology, 41(8), 985-1002. https://doi.org/10.1080/01443410.2021.1917521
  • Teuber, Z., Nussbeck, F. W., & Wild, E. (2021b). The bright side of grit in burnout-prevention: Exploring grit in the context of demands-resources model among Chinese high school students. Child Psychiatry & Human Development, 52(3), 464-476. https://doi.org/10.1007/s10578-020-01031-3
  • 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. https://doi.org/10.1037/a0033898

Ergenlerde Akademik Beklentilere İlişkin Stres, Akademik Motivasyon ve Okul Tükenmişliği Arasındaki İlişkilerin İncelenmesi

Year 2023, Volume: 11 Issue: 1, 63 - 75, 28.04.2023
https://doi.org/10.18795/gumusmaviatlas.1227441

Abstract

Öğrenciler, çeşitli faktörler nedeniyle okul tükenmişliği geliştirebilirler. Okul tükenmişliği son yıllarda öğrencileri birçok alanda rahatsız ettiği tespit edilen ciddi bir sorundur. Ancak okul tükenmişliğinde, akademik beklentilere ilişkin stres ve akademik motivasyonun rolünü araştıran çalışmaların eksik olduğu söylenebilir. Bu nedenle bu çalışmanın amacı, lise öğrencilerinde akademik beklentilere ilişkin stres, akademik motivasyon ile okul tükenmişliği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu basit rastgele örnekleme yoluyla seçilen 570 lise öğrencisi oluşturmaktadır. Veri toplama aracı olarak “Akademik Beklentilere İlişkin Stres Envanteri”, “Akademik Güdülenme Ölçeği” ve “Okul Tükenmişlik Envanteri” kullanılmıştır. İstatistiksel analizler “Pearson korelasyon” ve “çoklu doğrusal regresyon analizi” teknikleriyle gerçekleştirilmiştir. Korelasyon analizi akademik beklentilerine ilişkin stres ile okul tükenmişliği arasında pozitif yönde ve orta düzeyde, akademik motivasyon ile okul tükenmişliği arasında ise negatif yönde düşük düzeyde anlamlı ilişkiler olduğunu göstermiştir. Ayrıca akademik beklentilere ilişkin stresin okul tükenmişliğini pozitif, akademik motivasyonun ise okul tükenmişliğini negatif yönde anlamlı olarak yordadığı görülmüştür. Çok değişkenli modelde yapılan regresyon analizi sonuçlarında 1. aşamada akademik beklentilere ilişkin stres okul tükenmişliğinin %20’sini açıklarken, 2. aşamada akademik beklentilere ilişkin stres akademik motivasyon ile birlikte okul tükenmişliğinin %26’sını açıklamıştır. Bu sonuç, ergenlerin okul tükenmişliği düzeylerindeki %26 oranındaki varyansın akademik beklentilere ilişkin stres ve akademik motivasyon tarafından açıklandığını göstermektedir. Bu çalışmanın sonuçlarına göre akademik beklentilere ilişkin stres ve akademik motivasyon, okul tükenmişliği ile ilişkili en önemli faktörler olarak belirlenmiştir. Bu nedenle akademik beklentilere ilişkin stresi etkileyen faktörleri azaltmak ve akademik motivasyonu artırmak okul tükenmişliğine karşı öğrencilerin korunmasına yardımcı olabilir.

References

  • Ang, R. P., & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement, 66(3), 522-539. https://doi.org/10.1177/001316440528246
  • Atik, S., & Çelik, O. T. (2021). Analysis of the relationships between academic motivation, engagement, burnout and academic achievement with structural equation modelling. International Journal of Contemporary Educational Research, 8(2), 118-130. https://doi.org/10.33200/ijcer.826088
  • Bakker, A. B., & Demerouti, E. (2017). Job demands– resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
  • Bempechat, J., & Shernoff, D. J. (2012). Parental influences on achievement motivation and student engagement. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.) Handbook of research on student engagement (pp. 315-342). Springer
  • Berestova, A., Kolosov, S., Tsvetkova, M., & Grib, E. (2022). Academic motivation as a predictor of the development of critical thinking in students. Journal of Applied Research in Higher Education, 14(3), 1041-1054. https://doi.org/10.1108/JARHE-02-2021-0081
  • Bowyer, K. (2012). A model of student workload. Journal of Higher Education Policy and Management, 34(3), 239–258. https://doi.org/10.1080/1360080X.2012.678729
  • Bozanoğlu, İ. (2004). Akademik güdülenme ölçeği: Geliştirmesi, geçerliği, güvenirliği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 83-98. https://doi.org/10.1501/Egifak_0000000094
  • Cengiz, S., & Peker, A. (2022). Adaptation of the Academic Resilience Scale (ARS-30): Turkish version validity and reliability study. Turkish Psychological Counseling and Guidance Journal, 12(65), 215-228. https://www.doi.org/10.17066/tpdrd.1138267
  • Çam, Z., & Öğülmüş, S. (2017). Okul tükenmişlik envanterinin Türkçeye uyarlanması ve psikometrik nitelikleri. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 6(2), 14-29.
  • Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512.
  • Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
  • El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111. https://doi.org/10.18844/cjes.v15i1.4461
  • Farr Wharton, B., Charles, M. B., Keast, R., Woolcott, G., & Chamberlain, D. (2018). Why lecturers still matter: The impact of lecturer-student exchange on student engagement and intention to leave university prematurely. Higher Education, 75(1), 167–185. https://doi.org/10.1007/s10734-017-0190-5
  • Fiorilli, C., Galimberti, V., De Stasio, S., Di Chiacchio, C., & Albanese, O. (2014). School burnout inventory with Italian students of high school. Psicol. Clin. Dello. Svilupp, 18, 403–424. https://www.rivisteweb.it/doi/10.1449/78365
  • Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1-12. https://doi.org/10.1016/j.ijer.2017.04.001
  • Firouznia, S., Yousefi, A., & Ghassemi, G. (2009). The relationship between academic motivation and academic achievement in medical students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education, 9(1), 79–84.
  • Freire, S. N. B., Jacome, O. H., & Yandun, P. F. (2019). The relationship between academic performance and attendance as factors of student promotion. Cátedra, 2(1), 44-59. https://doi.org/10.29166/catedra.v2i1.1552
  • Gabola, P., Meylan, N., Hascoët, M., De Stasio, S., & Fiorilli, C. (2021). Adolescents’ school burnout: A comparative study between Italy and Switzerland. European Journal of Investigation in Health, Psychology and Education, 11(3), 849-859. https://doi.org/10.3390/ejihpe11030062
  • Günaydın, H. D. (2022). The impact of social problem skills on academic motivation by means of covid-19 fear. Current Psychology, (41), 427–436. https://doi.org/10.1007/s12144-021-01665-z
  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning, 46(1-2), 1-12. http://dx.doi.org/10.1016/j.lrp.2013.01.001
  • Hoferichter, F., Raufelder, D., Schweder, S., & Salmela Aro, K. (2022). Validation and reliability of the German version of the school burnout inventory. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(1), 1-50. https://doi.org/10.1026/0049-8637/a000248
  • Ishii, T., Tachikawa, H., Shiratori, Y., Hori, T., Aiba, M., Kuga, K., & Arai, T. (2018). What kinds of factors affect the academic outcomes of university students with mental disorders? A retrospective study based on medical records. Asian Journal of Psychiatry, 32, 67-72. https://doi.org/10.1016/j.ajp.2017.11.017
  • Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: Impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1), 1-23. https://doi.org/10.1186/s40468-022-00191-4
  • Isoard Gautheur, S., Trouilloud, D., Gustafsson, H., & Guillet-Descas, E. (2016). Associations between the perceived quality of the coach–athlete relationship and athlete burnout: An examination of the mediating role of achievement goals. Psychology of Sport and Exercise, 22, 210–217. https://doi.org/10.1016/j.psychsport.2015.08.003
  • Jagodics, B., & Szabo, E. (2022). Student burnout in higher education: A demand-resource model approach. Trends in Psychology, 1-20. https://doi.org/10.1007/s43076-021-00137-4
  • Jiang, S., Ren, Q., Jiang, C., & Wang, L. (2021). Academic stress and depression of Chinese adolescents in junior high schools: Moderated mediation model of school burnout and self-esteem. Journal of Affective Disorders, 295, 384-389. https://doi.org/10.1016/j.jad.2021.08.085
  • Karasar, N. (2022). Bilimsel araştırma yöntemi: Kavramlar, ilkeler & teknikler. Nobel Yayıncılık.
  • Kelecioğlu, H., & Bilge, F. (2009). Akademik beklentilere ilişkin stres envanterinin uyarlanması: Geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36, 148-157.
  • Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641-680. https://doi.org/10.1080/02671522.2019.1615116
  • Lee, S. J., Choi, Y. J., & Chae, H. (2017). The effects of personality traits on academic burnout in Korean medical students. Integrative Medicine Research, 6(2), 207-213. https://doi.org/10.1016/j.imr.2017.03.005
  • Lee, M. Y., Lee, M. K., Lee, M. J., & Lee, S. M. (2020). Academic burnout profiles and motivation styles among Korean high school students. Japanese Psychological Research, 62(3), 184-195. https://doi.org/10.1111/jpr.12251
  • Lin, S. H., & Huang, Y. C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77-90. https://doi.org/10.1177/1469787413514651
  • Lindfors, P., Minkkinen, J., Rimpelä, A., & Hotulainen, R. (2018). Family and school social capital, school burnout and academic achievement: A multilevel longitudinal analysis among Finnish pupils. International Journal of Adolescence and Youth, 23(3), 368-381. https://doi.org/10.1080/02673843.2017.1389758
  • Lyndon, M. P., Henning, M. A., Alyami, H., Krishna, S., Yu, T. C., & Hill, A. G. (2017). The impact of a revised curriculum on academic motivation, burnout, and quality of life among medical students. Journal of Medical Education and Curricular Development, (4), 1-8. https://doi.org/10.1177/2382120517721901
  • May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126-131. https://doi.org/10.1016/j.lindif.2015.07.015
  • Meylan, N., Meylan, J., Rodriguez, M., Bonvin, P., & Tardif, E. (2020). What types of educational practices impact school burnout levels in adolescents?. International Journal of Environmental Research and Public Health, 17(4), 1152. https://doi.org/10.3390/ijerph17041152
  • Pisarik, C. T. (2009). Motivational orientation and burnout among undergraduate college students. College Student Journal, 43(4), 1238-1253.
  • Pokhrel, N.B., Khadayat, R., & Tulachan, P. (2020). Depression, anxiety, and burnout among medical students and residents of a medical school in Nepal: A cross-sectional study. BMC Psychiatry, 20(1), 1-18. https://doi.org/10.1186/s12888-020-02645-6
  • Polat, S. (2018). Examination of the relationship between alienation from school and school burnout in secondary school students. Journal of Uludag University Faculty of Education, 31(1), 257-277. https://dergipark.org.tr/tr/download/article-file/517850
  • Polman, R., Borkoles, E., & Nicholls, A. R. (2010). Type D personality, stress, and symptoms of burnout: The influence of avoidance coping and social support. British Journal of Health Psychology, 15(3), 681-696.
  • Puklek Levpuscek, M., & Podlesek, A. (2019). Links between academic motivation, psychological need satisfaction in education, and university students' satisfaction with their study. Psihologijske Teme, 28(3), 567-587. https://doi.org/10.31820/pt.28.3.6
  • Salmela Aro, K., Kiuru, N., Leskinen, I.E. and Nurmi, E. (2009). School-burnout inventory: Reliability and validity. European Journal of Psychological Assessment. 25(1), 48–57. https://doi.org/10.1027/1015-5759.25.1.48
  • Salmela Aro, K., Upadyaya, K., Hakkarainen, K., Lonka, K., & Alho, K. (2017). The dark side of internet use: Two longitudinal studies of excessive internet use, depressive symptoms, school burnout and engagement among finnish early and late adolescents. Journal of Youth and Adolescence, 46(2), 343-357. https://doi.org/10.1007/s10964-016-0494-2
  • Salmela Aro, K., Tang, X., & Upadyaya, K. (2022). Study demands-resources model of student engagement and burnout. In A. L. Reschly & S. L. Christenson (Eds.), Handbook of research on student engagement (2nd ed.). Springer.
  • Sorkkila, M., Aunola, K., & Ryba, T. V. (2017). A person-oriented approach to sport and school burnout in adolescent student-athletes: The role of individual and parental expectations. Psychology of Sport and Exercise, 28, 58-67. https://doi.org/10.1016/j.psychsport.2016.10.004
  • Teuber, Z., Nussbeck, F. W., & Wild, E. (2021a). School burnout among Chinese high school students: The role of teacher-student relationships and personal resources. Educational Psychology, 41(8), 985-1002. https://doi.org/10.1080/01443410.2021.1917521
  • Teuber, Z., Nussbeck, F. W., & Wild, E. (2021b). The bright side of grit in burnout-prevention: Exploring grit in the context of demands-resources model among Chinese high school students. Child Psychiatry & Human Development, 52(3), 464-476. https://doi.org/10.1007/s10578-020-01031-3
  • 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. https://doi.org/10.1037/a0033898
There are 48 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Serkan Cengiz 0000-0001-9070-6338

Ferdi Yağan 0000-0002-6826-1288

Fatih Kara 0000-0002-5341-750X

Zarife Dörtyol 0000-0002-9976-1189

Publication Date April 28, 2023
Submission Date December 31, 2022
Published in Issue Year 2023 Volume: 11 Issue: 1

Cite

APA Cengiz, S., Yağan, F., Kara, F., Dörtyol, Z. (2023). Ergenlerde Akademik Beklentilere İlişkin Stres, Akademik Motivasyon ve Okul Tükenmişliği Arasındaki İlişkilerin İncelenmesi. Mavi Atlas, 11(1), 63-75. https://doi.org/10.18795/gumusmaviatlas.1227441

e-ISSN: 2148-5232