Research Article
BibTex RIS Cite

Classroom Emotional Climate and School Burnout in Secondary School Students: A Hierarchical Regression Model

Year 2023, Volume: 9 Issue: 2, 113 - 129, 30.11.2023
https://doi.org/10.30613/curesosc.1361793

Abstract

This study aims to examine the relationship between gender, grade level, classroom emotional climate and school burnout levels of secondary school students. Using a correlational research design, data were collected by random sampling method in this study. The study included a sample of 404 students enrolled in secondary schools located in Batman city, Turkey. Personal information form, Classroom Emotional Climate Scale and Elementary School Student Burnout Scale for Grades 6-8 were used as data collection tools. Descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used to analyse the data. The findings showed that there were significant negative correlations between the positive classroom emotional climate and school burnout and significant positive correlations between the negative classroom emotional climate and school burnout. Also, the findings obtained from the hierarchical regression analysis revealed that both positive and negative classroom emotional climate significantly predicted school burnout even after controlling for the potential effects of gender and grade level. These results suggest that interventions that focus on increasing the positive classroom emotional climate and simultaneously reducing the negative classroom emotional climate may effectively reduce school burnout among adolescents despite gender and grade level differences.

Ethical Statement

All study procedures involving human participants followed institutional and/or national research committee ethical standards and the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Ethical approval was also received from the Batman University Ethics Board.

References

  • Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014a). Classroom management self-efficacy and burnout: A multivariate meta- analysis. Educational Psychology Review, 26, 101-126. https://doi.org/10.1007/s10648-013-9244-0
  • Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014b). A multivariate meta-analysis of student misbehaviour and teacher burnout. Educational Research Review, 12, 30-44.https://doi.org/10.1016/j.edurev.2014.05.003
  • Andriyani, A., Himma, A., Alizar, S., Amin, Z., & Mulawarman, M. (2017). The relationship of anxiety, school burnout and well-being in high school students. In International Conference on Teacher Training and Education 2017 (ICTTE 2017- October) (pp. 43-48). Atlantis Press. https://doi.org/10.2991/ictte-17.2017.5
  • Atkinson, R. C., & Hilgard, E. R. (2010). Atkinson & Hilgard’s introduction to psychology. Harcourt Brace College Publishers.
  • Aypay, A. (2011). İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması [Elementary school student burnout scale for grades 6-8: A study of validity and reliability]. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 11(2), 511-527. Barr, J. J. (2016). Developing a positive classroom climate. IDEA Paper, 61, 1-9.
  • 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, 511-528. https://doi.org/10.1007/s10212-012-0126-5
  • Brewer, E. W., & Shapard, L. (2004). Employee burnout: A meta-analysis of the relationship between age or years of experience. Human Resource Development Review, 3(2), 102-123. https://doi.org/10.1177/1534484304263335
  • Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3(2), 37-43.
  • Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of Child Psychology: Theoretical Models of Human Development (pp. 993-1028). John Wiley & Sons Inc.
  • Chapman, R. L., Buckley, L., Sheehan, M., & Shochet, I. (2013). School-based programs for increasing connectedness and reducing risk behavior: A systematic review. Educational Psychology Review, 25, 95-114.https://doi.org/10.1007/s10648-013-9216-4
  • Chen, X., Yang, Q., Yıldırım, M., Ye, B., & Wang, R. (2023). How COVID-19 prevention burnout impacts emotional symptoms among Chinese college students: a moderated mediation model. Journal of Health Psychology, https://doi.org/10.1177/13591053231189419
  • Chikendo, R. E. (2022). Teachers-Students Relationship and Academic Performance: Evidence from Senior Secondary Schools in Enugu State. International Journal of Research in Education and Sustainable Development, 2(2), 1-9.
  • Cho, S., Lee, M., & Lee, S. M. (2023). Burned-out classroom climate, intrinsic motivation, and academic engagement: Exploring unresolved issues in the job demand-resource model. Psychological Reports, 126(4) 1954-1976. https://doi.org/10.1177/00332941211054776
  • Cırcır, O. (2018). Ergenlerde okul tükenmişlik düzeylerinin aleksitimi ve okul iklimi açısından yordanması [Prediction of teenagers' school burnout level in respect to alexithymia and school climate] (Yayınlanmamış yüksek lisans tezi [Unpublished master's thesis]). Necmettin Erbakan Üniversitesi, Konya. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Çiçek, İ. (2022). Duygu [Emotion]. In Kültürel Psikoloji [Cultural Psychology], (pp. 149-162). Eğiten Kitap.
  • Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life and longevity: Findings from the nun study. Journal of Personality and Social Psychology, 80(5), 804-813. https://doi.org/10.1037/0022-3514.80.5.804
  • Davidovitch, N., & Yavich, R. (2022). Classroom climate and student self-efficacy in e-learning. Problems of Education in the 21st Century, 80(2), 304. https://doi.org/10.33225/pec/22.80.304 De Rivera, J., & Páez, D. (2007). Emotional climate, human security, and cultures of peace. Journal of Social Issues, 63(2),233-253.
  • Derakhshan, A., Solhi, M., & Azari Noughabi, M. (2023). An investigation into the association between student-perceived affective teacher variables and students’ L2-grit. Journal of Multilingual and Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2023.2212644
  • Dilekçi, Ü. (2021). Örgütlerde tutum, duygu ve algılama [Attitude, emotion and perception in organizations]. In (Ed. Yusuf, Ç.). Eğitimde Örgütsel Davranış [Organizational Behavior in Education], (pp. 125-158). Asos Yayınevi.
  • Dilekçi, Ü., & Kaya, A. (2021). Öğretmen tükenmişliğinin bir yordayıcısı olarak okulun duygusal iklimi [School’s emotional climate as a predictor of teacher burnout]. MSGSÜ Sosyal Bilimler Dergisi [MSFAU Journal of Social Sciences], 23(1), 325-348.
  • Dilekçi, Ü., & Manap, A. (2022). A bibliometric analysis of research on teacher emotions. International Journal of Psychology and Educational Studies, 9(4), 1222-1235. https://dx.doi.org/10.52380/ijpes.2022.9.4.860
  • Edmonson, S. L. (2000a). Job burnout among special educators: A meta-analysis (Unpublished doctoral dissertation). Texas A &M University-Commerce.
  • Edmonson, S. L. (2000b). Women and special educator burnout: A research synthesis. Paper presented at the Research on Women and Education Annual Conference (San Antonio, TX, October 12-14, 2000).
  • Ereş, F. (2017). Mesleki tükenmişlik [Professional burnout]. In (Ed. Cemaloğlu, N., & Özdemir, S.) Örgütsel Davranış ve Yönetimi [Organizational Behavior and Management], (pp. 527-552). Pegem Akademi Yayıncılık.
  • Evans, I. M., Harvey, S. T., Buckley, L., & Yan, E. (2009). Differentiating classroom climate concepts: Academic, management, and emotional environments. Kōtuitui:New Zealand Journal of Social Sciences Online, 4(2), 131-146. https://doi.org/10.1080/1177083X.2009.9522449
  • Eysenck, M. W. (2004). Psychology: An international perspective. New York: Psychology Press.
  • Farber, B. A. (2000). Introduction: Understanding and treating burnout in a changing culture. Journal of Clinical Psychology, 56(5), 589-594.
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7-33.
  • Fraser, B. J. (Ed.). (2005). Using learning environment assessments to improve classroom and school climates (2. ed.). London: Falmer Press, Taylor & Francis.
  • Fraser, B. J., & Tobin, K. (1991). Combining qualitative and quantitative methods in classroom environment research. In B.J. Fraser & H. J. Walberg (Eds.), Educational Environments: Evaluation, Antecedents and Consequences (pp. 271-292). Pergamon.
  • Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628-639. https://doi.org/10.1037/edu0000228
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
  • Frijda, N. H. (2013). The laws of emotion. Psychology Press. https://doi.org/10.4324/9781315086071
  • Gerrig, R. J., & Zimbardo, P. G. (2012). Psikolojiye giriş: Psikoloji ve yaşam [Introductory psychology: Psychology and life] (Trans. G. Sart), Nobel Akademik Yayıncılık.
  • Gizir, S., & Fakiroğlu, M. (2021). Sınıf duygusal iklimi ölçeği: geçerlik ve güvenirlik çalışmaları [Classroom emotional climate scale: validity and reliability studies]. The Journal of International Education Science, 26(8), 33-49.
  • Hakanen, J. J., Schaufeli, W. B., & Ahola, K. (2008). The Job Demands-Resources model: A three-year cross-lagged study of burnout, depression, commitment, and work engagement. Work & Stress, 22(3), 224-241. https://doi.org/10.1080/02678370802379432
  • Halbesleben, J. R. B. (2006). Sources of social support and burnout: A meta-analytic test of the conservation of resources model. Journal of Applied Psychology, 91(5), 1134-1145. https://doi.org/10.1037/0021-9010.91.5.1134
  • Härtel, C. E., Zerbe, W. J., & Ashkanasy, N. M. (Eds.). (2005). Emotions in organizational behavior. Lawrence Erlbaum Associates Publishers.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., & Nagle, G. (2012). Social-emotional development, school readiness, teacher–child interactions, and classroom environment. Early Education & Development, 23(6), 919-944. https://doi.org/10.1080/10409289.2011.626387
  • Ishak, W., Nikravesh, R., Lederer, S., Perry, R., Ogunyemi, D., & Bernstein, C. (2013). Burnout in medical students: a systematic review. The Clinical Teacher, 10(4), 242-245. https://doi.org/10.1111/tct.12014
  • Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., & Lu, Z. (2009). The influence of student perceptions of school climate on socio-emotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80(5), 1514-1530. https://doi.org/10.1111/j.1467-8624.2009.01348.x
  • Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144. https://doi.org/10.1016/j.lindif.2016.11.005
  • Yildiz, V. A., & Kiliç, D. (2020). Investigation of school burnout and school attachment among secondary school students. Educational Sciences: Theory and Practice, 20(3), 44-55. https://doi.org/10.12738/jestp.2020.3.004
  • Kasen, S., Berenson, K., Cohen, P., & Johnson, J. G. (2004). The effects of school climate on changes in aggressive and other behaviors related to bullying. Bullying in American schools: A social-ecological perspective on prevention and intervention, 187-210.
  • Kim, S., Kim, H., Park, E. H., Kim, B., Lee, S. M., & Kim, B. (2021). Applying the demand–control–support model on burnout in students: A meta‐analysis. Psychology in the Schools, 58(11), 2130-2147. https://doi.org/10.1002/pits.22581
  • Kiuru, N., Leskinen, E., Nurmi, J. E., & Salmela-Aro, K. (2011). Depressive symptoms during adolescence: Do learning difficulties matter? International Journal of Behavioral Development, 35(4), 298-306.https://doi.org/10.1177/0165025410396764
  • Kiuru, N., Poikkeus, A. M., Lerkkanen, M. K., Pakarinen, E., Siekkinen, M., Ahonen, T., & Nurmi, J. E. (2012). Teacher- perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection. Learning and Instruction, 22(5), 331-339. https://doi.org/10.1016/j.learninstruc.2011.12.003
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
  • Konstantopoulos, S. (2009). Effects of teachers on minority and disadvantaged students’ achievement in the early grades. The Elementary School Journal, 110(1), 92-113. https://doi.org/10.1086/598845
  • Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141-159. https://doi.org/10.1016/S0022-4405(01)00059-0
  • Küpers, W., & Weibler, J. (2008). Emotions in organisation: An integral perspective. International Journal of Work Organisation and Emotion, 2(3), 256-287.
  • Larson, K. E., Nguyen, A. J., Solis, M. G. O., Humphreys, A., Bradshaw, C. P., & Johnson, S. L. (2020). A systematic literature review of school climate in low and middle income countries. International Journal of Educational Research, 102, 101606, 1-20. https://doi.org/10.1016/j.ijer.2020.101606
  • Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and gender differences in the relation between school-related social support and subjective well-being in school among students. Social Indicators Research, 125(3), 1065-1083. https://doi.org/10.1007/s11205-015-0873-1
  • Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387-405. https://doi.org/10.1007/s10648-020-09533-1
  • Marks, H. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.
  • Molinari, L., & Grazia, V. (2021). Students’ school climate perceptions: Do engagement and burnout matter? Learning Environments Research, 26, 1-18. https://doi.org/10.1007/s10984-021-09384-9
  • Moos, R. H. (1973). Conceptualizations of human environments. American Psychologist, 28(8), 652- 665. https://doi.org/10.1037/h0035722
  • Nahrgang, J. D., Morgeson, F. P., & Hofmann, D. A. (2011). Safety at work: A meta‐analytic investigation of the link between job demands, job resources, burnout, engagement, and safety outcomes. Journal of Applied Psychology, 96(1), 71- 94. https://doi.org/10.1037/a0021484
  • Özdemir, Y. (2015). Ortaokul öğrencilerinde okul tükenmişliği: Ödev, okula bağlılık ve akademik motivasyonun rolü [School burnout in secondary school students: Role of homework, school engagement and academic motivation]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi [Adnan Menderes University Faculty of Education Journal of Education Sciences], 6(1), 27-35.
  • 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
  • Patrick, H., & Ryan, A. M. (2005). Identifying adaptive classrooms: Dimensions of the classroom social environment. In What do Children Need to Flourish? (pp. 271-287). Springer, Boston, MA. https://doi.org/10.1007/0-387-23823-9_17
  • Pekrun, R. (2009). Emotions at school. In K. R. Wenzel, & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 575- 604). Routledge/Taylor & Francis Group.
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115- 135. https://doi.org/10.1037/a0013383
  • Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. https://doi.org/10.3102/0013189X09332374
  • Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365-397. https://doi.org/10.3102/0002831207308230
  • 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. https://doi.org/10.1016/j.sbspro.2011.03.155
  • Purvanova, R. K., & Muros, J. P. (2010). Gender differences in burnout: A meta-analysis. Journal of Vocational Behavior, 77(2), 168-185. https://doi.org/10.1016/j.jvb.2010.04.006
  • Raskauskas, J. L., Gregory, J., Harvey, S. T., Rifshana, F., & Evans, I. M. (2010). Bullying among primary school children in New Zealand: Relationships with prosocial behaviour and classroom climate. Educational Research, 52(1), 1-13. https://doi.org/10.1080/00131881003588097
  • Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700- 712. https://doi.org/10.1037/a0027268
  • Rimm‐Kaufman, S. E., & Chiu, Y. J. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397- 413. https://doi.org/10.1002/pits.20231
  • Rimm-Kaufman, S. E., Fan, X., Chiu, Y. J., & You, W. (2007). The contribution of the responsive classroom approach on children's academic achievement: Results from a three-year longitudinal study. Journal of School Psychology, 45(4), 401-421. https://doi.org/10.1016/j.jsp.2006.10.003
  • Robbins, S. P., & Judge, T. A. (2012). Örgütsel davranış [Organizational behavior] (Trans. Ed. İ. Erdem). Nobel Akademik Yayıncılık.
  • Roberts, A. G., & Lopez-Duran, N. L. (2019). Developmental influences on stress response systems: Implications for psychopathology vulnerability in adolescence. Comprehensive Psychiatry, 88, 9-21. https://doi.org/10.1016/j.comppsych.2018.10.008
  • Roeser, R. W., & Eccles, J. S. (2003). Schooling and mental health. In A. J. Sameroff, M. Lewis & S. M. Miller (Eds.) Handbook of Developmental Psychopathology, (2nd ed.), (pp. 135-56). Kluwer Academic Publishers.
  • Romeo, R. D. (2013). The teenage brain: The stress response and the adolescent brain. Current Directions in Psychological Science, 22(2), 140-145. https://doi.org/10.1177/0963721413475445
  • Rowe, E. W., Kim, S., Baker, J. A., Kamphaus, R. W., & Horne, A. M. (2010). Student personal perception of classroom climate: exploratory and confirmatory factor analyses. Educational and Psychological Measurement, 70(5), 858- 879. https://doi.org/10.1177/00131644103780
  • Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. https://doi.org/10.3102/00028312038002437
  • Şahan, B., & Baki, D. U. Y. (2017). Okul tükenmişliği: Okula bağlanma, sosyal destek ve öz yeterliliğin yordayıcı rolü [School burnout: predictive role of self-efficacy, school attachment and social support]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 13(3), 1249-1270.http://dx.doi.org/10.17860/mersinefd.297590
  • Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents' school-related burnout. European Psychologist, 13(1), 12-23. https://doi.org/10.1027/1016-9040.13.1.12
  • Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009a). School burnout inventory (SBI): 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., Savolainen, H., & Holopainen, L. (2009b). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38, 1316-1327. https://doi.org/10.1007/s10964-008-9334-3
  • Salmela-Aro, K., Tynkkynen, L., & Vuori, J. (2011). Parents' work burnout and adolescents' school burnout: Are they shared? European Journal of Developmental Psychology, 8(2), 215-227. https://doi.org/10.1080/17405620903578060
  • Salmela-Aro, K., & Upadaya, K. (2012). The schoolwork engagement inventory. European Journal of Psychological Assessment, 28(1), 60-67. https://doi.org/10.1027/1015-5759/a000091
  • Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21-28. https://doi.org/10.1016/j.burn.2017.11.001
  • Salmela-Aro, K., Read, S., Minkkinen, J., Kinnunen, J. M., & Rimpelä, A. (2018). Immigrant status, gender, and school burnout in Finnish lower secondary school students: A longitudinal study. International Journal of Behavioral Development, 42(2), 225-236. https://doi.org/10.1177/0165025417690264
  • Salmela-Aro, K., Muotka, J., Alho, K., Hakkarainen, K., & Lonka, K. (2019). School burnout and engagement profiles among digital natives in Finland: A person-oriented approach. In Bildung Psychology (pp. 79-93). Routledge. https://doi.org/10.1080/17405629.2015.1107542
  • Salmela-Aro, K., & Upadaya, K. (2020). School engagement and school burnout profiles during high school–The role of socio- emotional skills. European Journal of Developmental Psychology, 17(6), 943-964. https://doi.org/10.1080/17405629.2020.1785860
  • Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002a). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. https://doi.org/10.1177/0022022102033005003
  • Schaufeli, W., Salanova, M., González-romá, V., & dan Bakker, A. (2002b). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.
  • Scherer, K. R., & Moors, A. (2019). The emotion process: Event appraisal and component differentiation. Annual Review of Psychology, 70, 719-745. https://doi.org/10.1146/annurev-psych-122216011854
  • Schutz, P. A., & Pekrun, R. (Eds.). (2007). Emotion in education. Elsevier Academic Press.
  • Shin, H., Park, Y. M., Ying, J. Y., Kim, B., Noh, H., & Lee, S. M. (2014). Relationships between coping strategies and burnout symptoms: A meta-analytic approach. Professional Psychology: Research and Practice, 45(1), 44-56. https://doi.org/10.1037/a0035220
  • Shirom, A. (2003). Job-related burnout: A review. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 245-264). American Psychological Association. https://doi.org/10.1037/10474-012
  • Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386. https://doi.org/10.1080/10615806.2015.1058369
  • Shorosh, S., & Berkovich, I. (2022). The relationships between workgroup emotional climate and teachers’ burnout and coping style. Research Papers in Education, 37(6), 840-859. https://doi.org/10.1080/02671522.2020.1864772
  • Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21, 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
  • Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7-8), 602-616. https://doi.org/10.1080/13540602.2021.1913404
  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571
  • Slivar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10(2), 21-32.
  • Stuhlman, M., & Pianta, R. (2009). Profiles of educational quality in first grade. The Elementary School Journal, 109(4), 323- 342. https://doi.org/10.1086/593936
  • Trickett, E. J., & Moos, R. H. (1973). Social environment of junior high and high school classrooms. Journal of Educational Psychology, 65(1), 93-102. https://doi.org/10.1037/h0034823
  • 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, 649-662. https://doi.org/10.1037/a0033898
  • Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2018). Student engagement and school burnout in Finnish lower-secondary schools: Latent profile analysis. Scandinavian Journal of Educational Research, 62(4), 519-537. https://doi.org/10.1080/00313831.2016.1258669
  • Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of Educational Psychology, 59 (6, Pt.1), 414-419. https://doi.org/10.1037/h0026490
  • Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28- 33. https://doi.org/10.1016/j.childyouth.2014.03.020
  • Wang, M., Chow, A., Hofkens, T., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57-65. https://doi.org/10.1016/j.learninstruc.2014.11.004
  • Wang, L., & Jiang, S. (2023). Class climate, adolescent financial and academic strain, and depressive symptoms. Journal of Affective Disorders, 324, 270-278. https://doi.org/10.1016/j.jad.2022.12.081
  • Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315-352. https://doi.org/10.1007/s10648-015-9319-1
  • Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912, 1-21. https://doi.org/10.1016/j.dr.2020.100912
  • Weng, C.-H. (2004). Meta-Analysis of teacher burnout in public schools in the United States (Unpublished doctoral dissertation). The University of South Dakota, SD.
  • Woolley, M., Kol, K., & Bowen, G. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29(1), 43-70. https://doi:10.1177/0272431608324478
  • Yorulmaz, Y. İ., & Altınkurt, Y. (2018). The examination of teacher burnout in Turkey: A meta-analysis. Turkish Journal of Education, 7(1), 34-54. https://doi.org/10.19128/turje.348273 Zedan, R. (2010). New dimensions in the classroom climate. Learning Environments Research, 13(1), 75-88. https://doi.org/10.1007/s10984-009-9068-5
  • Zhang, X., Klassen, R. M., & Wang, Y. (2013). Academic burnout and motivation of Chinese secondary students. International Journal of Social Science and Humanity, 3(2), 134-138. https://doi.org/10.7763/IJSSH.2013.V3.212

Ortaokul Öğrencilerinde Sınıf Duygusal İklimi ve Okul Tükenmişliği: Bir Hiyerarşik Regresyon Modeli

Year 2023, Volume: 9 Issue: 2, 113 - 129, 30.11.2023
https://doi.org/10.30613/curesosc.1361793

Abstract

Bu çalışmanın amacı, ortaokul öğrencilerinin cinsiyet, sınıf düzeyi, sınıf duygusal iklimi ve okul tükenmişlik düzeyleri arasındaki ilişkiyi incelemektir. İlişkisel araştırma deseniyle tasarlanan bu çalışmada veriler tesadüfi örnekleme yöntemiyle toplanmıştır. Araştırmanın örneklemini Batman ilinde (Türkiye) ortaokullarda öğrenim gören 404 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak kişisel bilgi formu, Sınıf Duygusal İklimi Ölçeği ve İlköğretim 6-8. Sınıflar İçin Öğrenci Tükenmişlik Ölçeği kullanılmıştır. Verilerin analizinde tanımlayıcı istatistikler, Pearson korelasyon katsayısı ve hiyerarşik regresyon analizlerinden yararlanılmıştır. Elde edilen bulgulara göre sınıfın olumlu duygusal iklimi ile okul tükenmişliği arasında negatif yönde; sınıfın olumsuz duygusal iklimi ile okul tükenmişliği arasında ise pozitif yönde anlamlı ilişkiler olduğu saptanmıştır. Ayrıca hiyerarşik regresyon analizinden elde edilen bulgular, cinsiyet ve sınıf düzeyinin potansiyel etkileri hesaba katıldıktan sonra bile hem olumlu hem de olumsuz sınıf duygusal ikliminin okul tükenmişliğini önemli ölçüde yordadığını ortaya koymuştur. Bu sonuçlar sınıfın olumlu duygusal iklimini artırmaya ve aynı zamanda sınıfın olumsuz duygusal iklimini azaltmaya odaklanan müdahalelerin, cinsiyet ve sınıf düzeyi farklılıklarına rağmen ergenler arasında okul tükenmişliğini azaltmada etkili olabileceğini göstermektedir.

References

  • Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014a). Classroom management self-efficacy and burnout: A multivariate meta- analysis. Educational Psychology Review, 26, 101-126. https://doi.org/10.1007/s10648-013-9244-0
  • Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014b). A multivariate meta-analysis of student misbehaviour and teacher burnout. Educational Research Review, 12, 30-44.https://doi.org/10.1016/j.edurev.2014.05.003
  • Andriyani, A., Himma, A., Alizar, S., Amin, Z., & Mulawarman, M. (2017). The relationship of anxiety, school burnout and well-being in high school students. In International Conference on Teacher Training and Education 2017 (ICTTE 2017- October) (pp. 43-48). Atlantis Press. https://doi.org/10.2991/ictte-17.2017.5
  • Atkinson, R. C., & Hilgard, E. R. (2010). Atkinson & Hilgard’s introduction to psychology. Harcourt Brace College Publishers.
  • Aypay, A. (2011). İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması [Elementary school student burnout scale for grades 6-8: A study of validity and reliability]. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 11(2), 511-527. Barr, J. J. (2016). Developing a positive classroom climate. IDEA Paper, 61, 1-9.
  • 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, 511-528. https://doi.org/10.1007/s10212-012-0126-5
  • Brewer, E. W., & Shapard, L. (2004). Employee burnout: A meta-analysis of the relationship between age or years of experience. Human Resource Development Review, 3(2), 102-123. https://doi.org/10.1177/1534484304263335
  • Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3(2), 37-43.
  • Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of Child Psychology: Theoretical Models of Human Development (pp. 993-1028). John Wiley & Sons Inc.
  • Chapman, R. L., Buckley, L., Sheehan, M., & Shochet, I. (2013). School-based programs for increasing connectedness and reducing risk behavior: A systematic review. Educational Psychology Review, 25, 95-114.https://doi.org/10.1007/s10648-013-9216-4
  • Chen, X., Yang, Q., Yıldırım, M., Ye, B., & Wang, R. (2023). How COVID-19 prevention burnout impacts emotional symptoms among Chinese college students: a moderated mediation model. Journal of Health Psychology, https://doi.org/10.1177/13591053231189419
  • Chikendo, R. E. (2022). Teachers-Students Relationship and Academic Performance: Evidence from Senior Secondary Schools in Enugu State. International Journal of Research in Education and Sustainable Development, 2(2), 1-9.
  • Cho, S., Lee, M., & Lee, S. M. (2023). Burned-out classroom climate, intrinsic motivation, and academic engagement: Exploring unresolved issues in the job demand-resource model. Psychological Reports, 126(4) 1954-1976. https://doi.org/10.1177/00332941211054776
  • Cırcır, O. (2018). Ergenlerde okul tükenmişlik düzeylerinin aleksitimi ve okul iklimi açısından yordanması [Prediction of teenagers' school burnout level in respect to alexithymia and school climate] (Yayınlanmamış yüksek lisans tezi [Unpublished master's thesis]). Necmettin Erbakan Üniversitesi, Konya. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Çiçek, İ. (2022). Duygu [Emotion]. In Kültürel Psikoloji [Cultural Psychology], (pp. 149-162). Eğiten Kitap.
  • Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life and longevity: Findings from the nun study. Journal of Personality and Social Psychology, 80(5), 804-813. https://doi.org/10.1037/0022-3514.80.5.804
  • Davidovitch, N., & Yavich, R. (2022). Classroom climate and student self-efficacy in e-learning. Problems of Education in the 21st Century, 80(2), 304. https://doi.org/10.33225/pec/22.80.304 De Rivera, J., & Páez, D. (2007). Emotional climate, human security, and cultures of peace. Journal of Social Issues, 63(2),233-253.
  • Derakhshan, A., Solhi, M., & Azari Noughabi, M. (2023). An investigation into the association between student-perceived affective teacher variables and students’ L2-grit. Journal of Multilingual and Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2023.2212644
  • Dilekçi, Ü. (2021). Örgütlerde tutum, duygu ve algılama [Attitude, emotion and perception in organizations]. In (Ed. Yusuf, Ç.). Eğitimde Örgütsel Davranış [Organizational Behavior in Education], (pp. 125-158). Asos Yayınevi.
  • Dilekçi, Ü., & Kaya, A. (2021). Öğretmen tükenmişliğinin bir yordayıcısı olarak okulun duygusal iklimi [School’s emotional climate as a predictor of teacher burnout]. MSGSÜ Sosyal Bilimler Dergisi [MSFAU Journal of Social Sciences], 23(1), 325-348.
  • Dilekçi, Ü., & Manap, A. (2022). A bibliometric analysis of research on teacher emotions. International Journal of Psychology and Educational Studies, 9(4), 1222-1235. https://dx.doi.org/10.52380/ijpes.2022.9.4.860
  • Edmonson, S. L. (2000a). Job burnout among special educators: A meta-analysis (Unpublished doctoral dissertation). Texas A &M University-Commerce.
  • Edmonson, S. L. (2000b). Women and special educator burnout: A research synthesis. Paper presented at the Research on Women and Education Annual Conference (San Antonio, TX, October 12-14, 2000).
  • Ereş, F. (2017). Mesleki tükenmişlik [Professional burnout]. In (Ed. Cemaloğlu, N., & Özdemir, S.) Örgütsel Davranış ve Yönetimi [Organizational Behavior and Management], (pp. 527-552). Pegem Akademi Yayıncılık.
  • Evans, I. M., Harvey, S. T., Buckley, L., & Yan, E. (2009). Differentiating classroom climate concepts: Academic, management, and emotional environments. Kōtuitui:New Zealand Journal of Social Sciences Online, 4(2), 131-146. https://doi.org/10.1080/1177083X.2009.9522449
  • Eysenck, M. W. (2004). Psychology: An international perspective. New York: Psychology Press.
  • Farber, B. A. (2000). Introduction: Understanding and treating burnout in a changing culture. Journal of Clinical Psychology, 56(5), 589-594.
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7-33.
  • Fraser, B. J. (Ed.). (2005). Using learning environment assessments to improve classroom and school climates (2. ed.). London: Falmer Press, Taylor & Francis.
  • Fraser, B. J., & Tobin, K. (1991). Combining qualitative and quantitative methods in classroom environment research. In B.J. Fraser & H. J. Walberg (Eds.), Educational Environments: Evaluation, Antecedents and Consequences (pp. 271-292). Pergamon.
  • Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628-639. https://doi.org/10.1037/edu0000228
  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
  • Frijda, N. H. (2013). The laws of emotion. Psychology Press. https://doi.org/10.4324/9781315086071
  • Gerrig, R. J., & Zimbardo, P. G. (2012). Psikolojiye giriş: Psikoloji ve yaşam [Introductory psychology: Psychology and life] (Trans. G. Sart), Nobel Akademik Yayıncılık.
  • Gizir, S., & Fakiroğlu, M. (2021). Sınıf duygusal iklimi ölçeği: geçerlik ve güvenirlik çalışmaları [Classroom emotional climate scale: validity and reliability studies]. The Journal of International Education Science, 26(8), 33-49.
  • Hakanen, J. J., Schaufeli, W. B., & Ahola, K. (2008). The Job Demands-Resources model: A three-year cross-lagged study of burnout, depression, commitment, and work engagement. Work & Stress, 22(3), 224-241. https://doi.org/10.1080/02678370802379432
  • Halbesleben, J. R. B. (2006). Sources of social support and burnout: A meta-analytic test of the conservation of resources model. Journal of Applied Psychology, 91(5), 1134-1145. https://doi.org/10.1037/0021-9010.91.5.1134
  • Härtel, C. E., Zerbe, W. J., & Ashkanasy, N. M. (Eds.). (2005). Emotions in organizational behavior. Lawrence Erlbaum Associates Publishers.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., & Nagle, G. (2012). Social-emotional development, school readiness, teacher–child interactions, and classroom environment. Early Education & Development, 23(6), 919-944. https://doi.org/10.1080/10409289.2011.626387
  • Ishak, W., Nikravesh, R., Lederer, S., Perry, R., Ogunyemi, D., & Bernstein, C. (2013). Burnout in medical students: a systematic review. The Clinical Teacher, 10(4), 242-245. https://doi.org/10.1111/tct.12014
  • Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., & Lu, Z. (2009). The influence of student perceptions of school climate on socio-emotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80(5), 1514-1530. https://doi.org/10.1111/j.1467-8624.2009.01348.x
  • Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144. https://doi.org/10.1016/j.lindif.2016.11.005
  • Yildiz, V. A., & Kiliç, D. (2020). Investigation of school burnout and school attachment among secondary school students. Educational Sciences: Theory and Practice, 20(3), 44-55. https://doi.org/10.12738/jestp.2020.3.004
  • Kasen, S., Berenson, K., Cohen, P., & Johnson, J. G. (2004). The effects of school climate on changes in aggressive and other behaviors related to bullying. Bullying in American schools: A social-ecological perspective on prevention and intervention, 187-210.
  • Kim, S., Kim, H., Park, E. H., Kim, B., Lee, S. M., & Kim, B. (2021). Applying the demand–control–support model on burnout in students: A meta‐analysis. Psychology in the Schools, 58(11), 2130-2147. https://doi.org/10.1002/pits.22581
  • Kiuru, N., Leskinen, E., Nurmi, J. E., & Salmela-Aro, K. (2011). Depressive symptoms during adolescence: Do learning difficulties matter? International Journal of Behavioral Development, 35(4), 298-306.https://doi.org/10.1177/0165025410396764
  • Kiuru, N., Poikkeus, A. M., Lerkkanen, M. K., Pakarinen, E., Siekkinen, M., Ahonen, T., & Nurmi, J. E. (2012). Teacher- perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection. Learning and Instruction, 22(5), 331-339. https://doi.org/10.1016/j.learninstruc.2011.12.003
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
  • Konstantopoulos, S. (2009). Effects of teachers on minority and disadvantaged students’ achievement in the early grades. The Elementary School Journal, 110(1), 92-113. https://doi.org/10.1086/598845
  • Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141-159. https://doi.org/10.1016/S0022-4405(01)00059-0
  • Küpers, W., & Weibler, J. (2008). Emotions in organisation: An integral perspective. International Journal of Work Organisation and Emotion, 2(3), 256-287.
  • Larson, K. E., Nguyen, A. J., Solis, M. G. O., Humphreys, A., Bradshaw, C. P., & Johnson, S. L. (2020). A systematic literature review of school climate in low and middle income countries. International Journal of Educational Research, 102, 101606, 1-20. https://doi.org/10.1016/j.ijer.2020.101606
  • Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and gender differences in the relation between school-related social support and subjective well-being in school among students. Social Indicators Research, 125(3), 1065-1083. https://doi.org/10.1007/s11205-015-0873-1
  • Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387-405. https://doi.org/10.1007/s10648-020-09533-1
  • Marks, H. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.
  • Molinari, L., & Grazia, V. (2021). Students’ school climate perceptions: Do engagement and burnout matter? Learning Environments Research, 26, 1-18. https://doi.org/10.1007/s10984-021-09384-9
  • Moos, R. H. (1973). Conceptualizations of human environments. American Psychologist, 28(8), 652- 665. https://doi.org/10.1037/h0035722
  • Nahrgang, J. D., Morgeson, F. P., & Hofmann, D. A. (2011). Safety at work: A meta‐analytic investigation of the link between job demands, job resources, burnout, engagement, and safety outcomes. Journal of Applied Psychology, 96(1), 71- 94. https://doi.org/10.1037/a0021484
  • Özdemir, Y. (2015). Ortaokul öğrencilerinde okul tükenmişliği: Ödev, okula bağlılık ve akademik motivasyonun rolü [School burnout in secondary school students: Role of homework, school engagement and academic motivation]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi [Adnan Menderes University Faculty of Education Journal of Education Sciences], 6(1), 27-35.
  • 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
  • Patrick, H., & Ryan, A. M. (2005). Identifying adaptive classrooms: Dimensions of the classroom social environment. In What do Children Need to Flourish? (pp. 271-287). Springer, Boston, MA. https://doi.org/10.1007/0-387-23823-9_17
  • Pekrun, R. (2009). Emotions at school. In K. R. Wenzel, & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 575- 604). Routledge/Taylor & Francis Group.
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115- 135. https://doi.org/10.1037/a0013383
  • Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. https://doi.org/10.3102/0013189X09332374
  • Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365-397. https://doi.org/10.3102/0002831207308230
  • 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. https://doi.org/10.1016/j.sbspro.2011.03.155
  • Purvanova, R. K., & Muros, J. P. (2010). Gender differences in burnout: A meta-analysis. Journal of Vocational Behavior, 77(2), 168-185. https://doi.org/10.1016/j.jvb.2010.04.006
  • Raskauskas, J. L., Gregory, J., Harvey, S. T., Rifshana, F., & Evans, I. M. (2010). Bullying among primary school children in New Zealand: Relationships with prosocial behaviour and classroom climate. Educational Research, 52(1), 1-13. https://doi.org/10.1080/00131881003588097
  • Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700- 712. https://doi.org/10.1037/a0027268
  • Rimm‐Kaufman, S. E., & Chiu, Y. J. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397- 413. https://doi.org/10.1002/pits.20231
  • Rimm-Kaufman, S. E., Fan, X., Chiu, Y. J., & You, W. (2007). The contribution of the responsive classroom approach on children's academic achievement: Results from a three-year longitudinal study. Journal of School Psychology, 45(4), 401-421. https://doi.org/10.1016/j.jsp.2006.10.003
  • Robbins, S. P., & Judge, T. A. (2012). Örgütsel davranış [Organizational behavior] (Trans. Ed. İ. Erdem). Nobel Akademik Yayıncılık.
  • Roberts, A. G., & Lopez-Duran, N. L. (2019). Developmental influences on stress response systems: Implications for psychopathology vulnerability in adolescence. Comprehensive Psychiatry, 88, 9-21. https://doi.org/10.1016/j.comppsych.2018.10.008
  • Roeser, R. W., & Eccles, J. S. (2003). Schooling and mental health. In A. J. Sameroff, M. Lewis & S. M. Miller (Eds.) Handbook of Developmental Psychopathology, (2nd ed.), (pp. 135-56). Kluwer Academic Publishers.
  • Romeo, R. D. (2013). The teenage brain: The stress response and the adolescent brain. Current Directions in Psychological Science, 22(2), 140-145. https://doi.org/10.1177/0963721413475445
  • Rowe, E. W., Kim, S., Baker, J. A., Kamphaus, R. W., & Horne, A. M. (2010). Student personal perception of classroom climate: exploratory and confirmatory factor analyses. Educational and Psychological Measurement, 70(5), 858- 879. https://doi.org/10.1177/00131644103780
  • Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. https://doi.org/10.3102/00028312038002437
  • Şahan, B., & Baki, D. U. Y. (2017). Okul tükenmişliği: Okula bağlanma, sosyal destek ve öz yeterliliğin yordayıcı rolü [School burnout: predictive role of self-efficacy, school attachment and social support]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 13(3), 1249-1270.http://dx.doi.org/10.17860/mersinefd.297590
  • Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents' school-related burnout. European Psychologist, 13(1), 12-23. https://doi.org/10.1027/1016-9040.13.1.12
  • Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009a). School burnout inventory (SBI): 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., Savolainen, H., & Holopainen, L. (2009b). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38, 1316-1327. https://doi.org/10.1007/s10964-008-9334-3
  • Salmela-Aro, K., Tynkkynen, L., & Vuori, J. (2011). Parents' work burnout and adolescents' school burnout: Are they shared? European Journal of Developmental Psychology, 8(2), 215-227. https://doi.org/10.1080/17405620903578060
  • Salmela-Aro, K., & Upadaya, K. (2012). The schoolwork engagement inventory. European Journal of Psychological Assessment, 28(1), 60-67. https://doi.org/10.1027/1015-5759/a000091
  • Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21-28. https://doi.org/10.1016/j.burn.2017.11.001
  • Salmela-Aro, K., Read, S., Minkkinen, J., Kinnunen, J. M., & Rimpelä, A. (2018). Immigrant status, gender, and school burnout in Finnish lower secondary school students: A longitudinal study. International Journal of Behavioral Development, 42(2), 225-236. https://doi.org/10.1177/0165025417690264
  • Salmela-Aro, K., Muotka, J., Alho, K., Hakkarainen, K., & Lonka, K. (2019). School burnout and engagement profiles among digital natives in Finland: A person-oriented approach. In Bildung Psychology (pp. 79-93). Routledge. https://doi.org/10.1080/17405629.2015.1107542
  • Salmela-Aro, K., & Upadaya, K. (2020). School engagement and school burnout profiles during high school–The role of socio- emotional skills. European Journal of Developmental Psychology, 17(6), 943-964. https://doi.org/10.1080/17405629.2020.1785860
  • Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002a). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. https://doi.org/10.1177/0022022102033005003
  • Schaufeli, W., Salanova, M., González-romá, V., & dan Bakker, A. (2002b). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.
  • Scherer, K. R., & Moors, A. (2019). The emotion process: Event appraisal and component differentiation. Annual Review of Psychology, 70, 719-745. https://doi.org/10.1146/annurev-psych-122216011854
  • Schutz, P. A., & Pekrun, R. (Eds.). (2007). Emotion in education. Elsevier Academic Press.
  • Shin, H., Park, Y. M., Ying, J. Y., Kim, B., Noh, H., & Lee, S. M. (2014). Relationships between coping strategies and burnout symptoms: A meta-analytic approach. Professional Psychology: Research and Practice, 45(1), 44-56. https://doi.org/10.1037/a0035220
  • Shirom, A. (2003). Job-related burnout: A review. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 245-264). American Psychological Association. https://doi.org/10.1037/10474-012
  • Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386. https://doi.org/10.1080/10615806.2015.1058369
  • Shorosh, S., & Berkovich, I. (2022). The relationships between workgroup emotional climate and teachers’ burnout and coping style. Research Papers in Education, 37(6), 840-859. https://doi.org/10.1080/02671522.2020.1864772
  • Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21, 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
  • Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7-8), 602-616. https://doi.org/10.1080/13540602.2021.1913404
  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571
  • Slivar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10(2), 21-32.
  • Stuhlman, M., & Pianta, R. (2009). Profiles of educational quality in first grade. The Elementary School Journal, 109(4), 323- 342. https://doi.org/10.1086/593936
  • Trickett, E. J., & Moos, R. H. (1973). Social environment of junior high and high school classrooms. Journal of Educational Psychology, 65(1), 93-102. https://doi.org/10.1037/h0034823
  • 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, 649-662. https://doi.org/10.1037/a0033898
  • Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2018). Student engagement and school burnout in Finnish lower-secondary schools: Latent profile analysis. Scandinavian Journal of Educational Research, 62(4), 519-537. https://doi.org/10.1080/00313831.2016.1258669
  • Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of Educational Psychology, 59 (6, Pt.1), 414-419. https://doi.org/10.1037/h0026490
  • Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28- 33. https://doi.org/10.1016/j.childyouth.2014.03.020
  • Wang, M., Chow, A., Hofkens, T., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57-65. https://doi.org/10.1016/j.learninstruc.2014.11.004
  • Wang, L., & Jiang, S. (2023). Class climate, adolescent financial and academic strain, and depressive symptoms. Journal of Affective Disorders, 324, 270-278. https://doi.org/10.1016/j.jad.2022.12.081
  • Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315-352. https://doi.org/10.1007/s10648-015-9319-1
  • Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912, 1-21. https://doi.org/10.1016/j.dr.2020.100912
  • Weng, C.-H. (2004). Meta-Analysis of teacher burnout in public schools in the United States (Unpublished doctoral dissertation). The University of South Dakota, SD.
  • Woolley, M., Kol, K., & Bowen, G. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29(1), 43-70. https://doi:10.1177/0272431608324478
  • Yorulmaz, Y. İ., & Altınkurt, Y. (2018). The examination of teacher burnout in Turkey: A meta-analysis. Turkish Journal of Education, 7(1), 34-54. https://doi.org/10.19128/turje.348273 Zedan, R. (2010). New dimensions in the classroom climate. Learning Environments Research, 13(1), 75-88. https://doi.org/10.1007/s10984-009-9068-5
  • Zhang, X., Klassen, R. M., & Wang, Y. (2013). Academic burnout and motivation of Chinese secondary students. International Journal of Social Science and Humanity, 3(2), 134-138. https://doi.org/10.7763/IJSSH.2013.V3.212
There are 114 citations in total.

Details

Primary Language English
Subjects Education Management
Journal Section Research Article
Authors

Mete Sipahioğlu 0000-0003-2196-5533

Abdullah Manap 0000-0001-5531-5745

Ümit Dilekçi 0000-0002-6205-1247

Murat Yıldırım 0000-0003-1089-1380

Early Pub Date November 30, 2023
Publication Date November 30, 2023
Acceptance Date November 23, 2023
Published in Issue Year 2023 Volume: 9 Issue: 2

Cite

APA Sipahioğlu, M., Manap, A., Dilekçi, Ü., Yıldırım, M. (2023). Classroom Emotional Climate and School Burnout in Secondary School Students: A Hierarchical Regression Model. Current Research in Social Sciences, 9(2), 113-129. https://doi.org/10.30613/curesosc.1361793