Lise Öğrencilerinde Akademik Başarının Açıklanmasında Ebeveyn Desteği ve Öğrenme Çevikliğinin Rolü

Abstract

Bu çalışmanın amacı, Türk lise öğrencilerinde akademik başarı, ebeveyn desteği ve öğrenme çevikliği arasındaki yapısal ilişkilerin incelenmesidir. Bu amaç doğrultusunda Çalışma Talepleri-Kaynakları Kuramına dayalı olarak dört hipotez önerilmiştir. Çoğunluğu kadın (f=283, %66.9) olan 423 lise öğrencisinden veriler toplanmıştır. Hipotezleri test etmek için yapısal eşitlik modellemesi kullanılmıştır. Sonuçlar, hipotezlerin çoğunun doğrulandığını göstermiştir. Buna göre ebeveyn desteği akademik başarıyı doğrudan yordamamıştır ancak öğrenme çevikliği üzerinden dolaylı etkisi ve toplam etkisi olumlu ve anlamlıdır. Ayrıca, öğrenme çevikliğinin de akademik başarı üzerinde olumlu ve anlamlı bir etkisi tespit edilmiştir. Bu sonuçlar Çalışma Talepleri-Kaynakları çerçevesini desteklemekte ve ebeveyn desteğinin öğrencilerin öğrenme kapasitesini artıran bir çalışma kaynağı olarak işlev gösterdiğini vurgulamaktadır. Özellikle, ebeveyn desteği öğrenme çevikliğini güçlendirerek ve öğrencilerin deneyimlerinden öğrenmesini ve akademik zorluklara etkili bir şekilde uyum sağlamasını mümkün kılarak akademik başarıya katkı sağlamaktadır. Bu çalışma, öğrenci motivasyonunu ve öğrenme uyumunu güçlendiren destekleyici ebeveyn davranışlarının önemini vurgulamaktadır. Eğitsel uygulamalar ve gelecekteki araştırmalar için çıkarımlar tartışılmıştır.

Keywords

• Akademik Başarı
• Öğrenme Çevikliği
• Ebeveyn Desteği
• Lise Öğrencileri

The Role of Parental Support and Learning Agility in Explaining Academic Achievement among High School Students

Abstract

The purpose of the current study is to investigate the structural associations among academic achievement, parental support and learning agility among Turkish high school students. Within this scope, four hypotheses were formulated based on Study Demands-Resources Theory. The data were collected from 423 high school students, the majority of whom were female (f=283, 66.9%). Structural equation modeling (SEM) was conducted to test the hypotheses. The results revealed that most of the hypotheses were supported. Accordingly, parental support did not directly predict academic achievement while the indirect impact via learning agility and total impact were positive and significant. Moreover, learning agility was found to have a positive and significant impact on academic achievement. These findings support the Study Demands-Resources framework, indicating that parental support serves as a valuable resource that enhances students’ learning capacity. Specifically, parental support contributes to academic achievement by fostering learning agility, enabling students to learn from their experiences and adapt effectively to academic challenges. The study highlights the importance of supportive parental behaviors that strengthen students’ motivation and learning adaptability. Implications for educational practice and future research are discussed.

Keywords

• Academic Achievement
• Learning Agility
• Parental Support
• High School Students

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