BibTex RIS Cite

Ergenlerde Psikolojik Sağlamlık, Okul Tükenmişliği ve İnternet Bağımlılığı Üzerine Bir inceleme

Year 2018, Volume: 6 Issue: 16, 5 - 28, 01.01.2018

Meral Sert Ağır

Abstract

Ergenlik dönemi gelişimsel açıdan olduğu kadar bir üst öğretim basamağına geçişe yönelik hazırlık açısından da önem taşımaktadır. Bilişim Teknolojilerinin gündelik hayatın bir parçası olması yetişkinler gibi gençlerinde problemlerle baş etme stratejisi olarak, söz konusu teknolojileri kullanma eğilimini arttırabilmektedir. Ayrıca, aile ve öğretim çevresi farkında olmadan yanlış kullanımı destekleyebilmektedir. Bu dinamikler doğrultusunda araştırma, literatürde zorlu şartlarda başarılı olmayı sağlayan faktörleri açıklayan psikolojik sağlamlık düzeyi, okul tükenmişliği ve internet bağımlılıkları arasında bir ilişki olup olmadığını incelemek amacıyla yapılmıştır. Araştırmanın ana amacı, ergenlerin psikolojik sağlamlık düzeylerinin, okul tükenmişlikleri ve internet bağımlılığı açısından fark yaratıp yaratmadığının incelenmesidir. Araştırma, ilişkisel tarama modelinde olup, İstanbul Valiliği İl Milli Eğitim Müdürlüğü, Tarih: 21.04.2016- Sayı: 59090411-20-E.4586566 ile kurum izni ile gerçekleştirilmiştir. Veriler toplanmasında, Kişisel Bilgi Formu, Psikolojik Sağlamlık, Okul tükenmişliği ve Ergenler İçin Bilgisayar Bağımlılığı ölçeklerinden yararlanılmıştır. Bulgular, 316 öğrencinin verileri, SPSS 22.0 programında t testi, varyans ve korelasyon teknikleriyle analizi sonucunda elde edilmiştir. Bulgulara göre, internet bağımlılığı ile okul tükenmişliği arasında pozitif r=0,354 , psikolojik sağlamlık ile negatif zayıf bir ilişki r=-0,135 , okul tükenmişliği ile psikolojik sağlamlık arasında negatif yönlü orta bir ilişki r=-0,434 bulunmuştur

Keywords

Psikolojik Sağlamlık Okul Tükenmişliği İnternet Bağımlılığı Ergenlik

References

  • • Aksu, A., & Baysal, A. (2005). İlköğretim okulu müdürlerinde tükenmişlik. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 11(1), 7-24.
  • • Arslan, G. (2015). Ergenlerde psikolojik sağlamlık: Bireysel koruyucu faktörlerin rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(44).
  • • Avci, D. K., & Sahin, H. A. (2017). Relationship between burnout syndrome and internet addiction, and the risk factors in healthcare employees in a university hospital. Konuralp Medical Journal/Konuralp Tip Dergisi, 9(2).
  • • Ayas, T., Çakır, Ö., & Horzum, M. B.(2011) Ergenler için bilgisayar bağımlılığı ölçeği. Kastamonu Eğitim Dergisi,19(2) 439-448.
  • • Aypay, A. (2012). Secondary school burnout scale (SSBS). Educational Sciences: Theory and Practice, 12(2), 782-787.
  • • Aypay, A. ve Eryılmaz, A. (2011). Lise öğrencilerinin öznel iyi oluşları ve okul tükenmişliği arasındaki ilişkiler. (Relationships of high school students’ subjective well-being and school burnout). International Online Journal of Educaitonal Sciences, 3 (1), 181-199.
  • • Aypay, A., & Sever, M. (2015). School as if a workplace: Exploring burnout among high school students/ Bir iş yeri gibi okul: Lise öğrencileri arasında tükenmişliğin keşfi. Eğitimde Kuram ve Uygulama, 11(2), 460-472.
  • • 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.
  • • Başol, G., & Altay, M. (2009). Eğitim yöneticisi ve öğretmenlerin mesleki tükenmişlik düzeylerinin incelenmesi. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 15(2), 191-216.
  • • Batıgün, A. D., & Kılıç, N. (2011). İnternet bağımlılığı ile kişilik özellikleri, sosyal destek, psikolojik belirtiler ve bazı sosyo-demografik değişkenler arasındaki ilişkiler. Turk Psikoloji Dergisi, 26(67).
  • • Beard, K. W., & Wolf, E. M. (2001). Modification in the proposed diagnostic criteria for Internet addiction. Cyberpsychology & behavior, 4(3), 377-383.
  • • Beeri, A., & Lev‐Wiesel, R. (2012). Social rejection by peers: A risk factor for psychological distress. Child and Adolescent Mental Health, 17(4), 216-221.
  • • Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539.
  • • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1-40.
  • • Brown, B. (2004). Adolescents’ relationships with peers. Richard M. Lerner and Laurence Steinberg (eds.) Handbook of adolescent psychologhy (363-394), (second Edition). New Jersey: John Wiley&Sons, Inc.
  • • Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155.
  • • Cash, H., Rae, C. D, Steel, A. H., & Winkler, A. (2012). Internet addiction: A brief summary of research and practice. Current psychiatry reviews, 8(4), 292-298.
  • • Chou, C., & Hsiao, M. C. (2000). Internet addiction, usage, gratification, and pleasure experience: the Taiwan college students’ case. Computers & Education, 35(1), 65-80.
  • • Collins, W. A. & Brett Laurse . (2004). Parent-adolescent relationships and influences. Richard M. Lerner and Laurence Steinberg (eds.) Handbook of adolescent psychologhy (331-361), (second Edition). New Jersey: John Wiley&Sons, Inc.
  • • Çağlar, Ç. (2011). Okullardaki örgütsel güven düzeyi ile öğretmenlerin mesleki tükenmişlik düzeyinin bazı değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1827-1847.
  • • Davey, M., Eaker, D. G., & Walters, L. H. (2003). Resilience processes in adolescents: Personality profiles, self-worth, and coping. Journal of adolescent research, 18(4), 347-362.
  • • Diener, E., & Lucas, R. E. (2000). Explaining differences in societal levels of happiness: Relative standards, need fulfillment, culture, and evaluation theory. Journal of Happiness Studies, 1(1), 41-78.
  • • Farber, B. A. (2000). Treatment for different types of teacher burnout. Journal of Clinical Psychology, 56 (5), 675-689.
  • • Friedman, I. A. (1991). High and low-burnout schools: School culture aspects of teacher burnout. The Journal of educational research, 84(6), 325-333.
  • • Ginige, P. (2017). Internet Addiction Disorder. In Child and Adolescent Mental Health. InTech.
  • • Gizir, C. A. (2016). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28).
  • • Gizir, C. A., & AYDIN, G. (2006). Psikolojik Sağlamlık ve Ergen Gelişim Ölçeği’nin Uyarlanması: Geçerlik ve Güvenirlik Çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(26), 87-99.
  • • Griffiths, M. (2000). Internet addiction-time to be taken seriously?. Addiction research, 8(5), 413-418.
  • • Griffiths, M. D., Kuss, D. J., Billieux, J., & Pontes, H. M. (2016). The evolution of Internet addiction: A global perspective. Addictive Behaviors, 53, 193-195.
  • • Günüç, S., & Kayri, M. (2010). Türkiye’de internet bağımlılık profili ve internet bağımlılık ölçeğinin geliştirilmesi: Geçerlik-güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39).
  • • Haggerty, R. J., Sherrod, L. R., Garmezy, N., & Rutter, M. (Eds.). (1996). Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions. Cambridge University Press.
  • • Hopper, R. (2005). What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy, 39(3), 113-120. http://dx.doi.org/10.1016/B978-012750053-9/50012-7
  • • Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of college student development, 44(3), 291-303.
  • • Kabasakal, Z. (2015). Life satisfaction and family functions as-predictors of problematic Internet use in university students. Computers in Human Behavior, 53, 294-304.
  • • Kapıkıran, Ş., & Özgüngör, S. (2009). Ergenlerin sosyal destek düzeylerinin akademik başarı ve güdülenme düzeyi ile ilişkileri. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 16(1), 21-30
  • • Karaırmak, Ö., & Çetinkaya, R. S. (2016). Benlik saygısının ve denetim odağının psikolojik sağlamlık üzerine etkisi: Duyguların aracı rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(35).
  • • Karagöz, Y.(2016). SPSS ve Amos 23 uygulamalı istatistiksel analizler. Ankara. Nobel Yayınevi.
  • • Kim, J., LaRose, R., & Peng, W. (2009). Loneliness as the cause and the effect of problematic Internet use: The relationship between Internet use and psychological well-being. CyberPsychology & Behavior, 12(4), 451-455.
  • • Ko, C. H., Yen, J. Y., Yen, C. F., Lin, H. C., & Yang, M. J. (2007). Factors predictive for incidence and remission of internet addiction in young adolescents: a prospective study. CyberPsychology & Behavior, 10(4), 545-551.
  • • Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.
  • • Korhonen, J., Tapola, A., Linnanmäki, K., & Aunio, P. (2016). Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading. Learning and Instruction, 46, 21-33.
  • • Lam, L. T., Peng, Z. W., Mai, J. C., & Jing, J. (2009). Factors associated with Internet addiction among adolescents. Cyberpsychology & behavior, 12(5), 551-555.
  • • Leung, L. (2006). Stressful life events, motives for Internet use, and social support among digital kids. CyberPsychology & Behavior, 10(2), 204-214.
  • • Liang, L., Zhou, D., Yuan, C., Shao, A., & Bian, Y. (2016). Gender differences in the relationship between internet addiction and depression: A cross-lagged study in Chinese adolescents. Computers in Human Behavior, 63, 463-470.
  • • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child development, 71(3), 543-562.
  • • Morsünbül, Ü. Internet addiction in adolescence period:its realtions with ıdenty style and ruminative exploration. Anotolian Journal of Psychiatry,15(1), 77-83
  • • Musetti, A., Cattivelli, R., Giacobbi, M., Zuglian, P., Ceccarini, M., Capelli, F., ... & Castelnuovo, G. (2016). Challenges in internet addiction disorder: is a diagnosis feasible or not?. Frontiers in psychology, 7, 842.
  • • Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and identity, 9(3), 225-240.
  • • Ni, X., Yan, H., Chen, S., & Liu, Z. (2009). Factors influencing internet addiction in a sample of freshmen university students in China. Cyberpsychology & behavior, 12(3), 327-330.
  • • Niemz, K., Griffiths, M., & Banyard, P. (2005). Prevalence of pathological internet use among university students and correlations with self-esteem, the General Health Questionnaire (GHQ), and disinhibition. Cyberpsychology & behavior, 8(6), 562-570.
  • • Önder, A., & Gülay, H. (2008). İlköğretim 8. sınıf öğrencilerinin psikolojik sağlamlığının çeşitli değişkenler açısından incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (23).
  • • Özmen, F., Aküzüm, C., & Sünkür, M. (2012). Sosyal ağ sitelerinin eğitsel ortamlardaki işlevselliği. Education Sciences, 7(2), 496-506.
  • • Pajares, F., &Schunk, D. (2001). The development of academic self-efficacy. Development of Achievement Motivation. United States, 7.
  • • Park, N., Peterson, C., & Seligman, M. E. (2004). Strengths of character and well-being. Journal of social and Clinical Psychology, 23(5), 603-619.
  • • Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), A Vol. in the educational psychology series. Development of achievement motivation (pp. 249-284). San Diego, CA, US: Academic Press.
  • • Pressman, R. M., Owens, J. A., Evans, A. S., & Nemon, M. L. (2014). Examining the interface of family and personal traits, media, and academic imperatives using the learning habit study. The American Journal of Family Therapy, 42(5), 347-363.
  • • Ryff, C. D., & Singer, B. (2003). Flourishing under fire: Resilience as a prototype of challenged thriving. Flourishing: Positive psychology and the life well-lived, 15-36.
  • • Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316-1327.
  • • Sargın, N. (2013). Üniversite öğrencilerinin internete yönelik tutumları ve problemli internet kullanımları. Turkish Journal of Education, 2(2), 44-53.
  • • Schunk, D. H., & Meece, J. L. (2005). Self efficacy development in adolescences. Tim Urdan and Frank Pajares (Eds.) Self-Efficacy beliefs of adolescence (71-96). USA: Information Age Publishing.
  • • Selfhout, M. H., Branje, S. J., Delsing, M., ter Bogt, T. F., & Meeus, W. H. (2009). Different types of Internet use, depression, and social anxiety: The role of perceived friendship quality. Journal of adolescence, 32(4), 819-833.
  • • Suri, G., & Sharma, S. (2013). The impact of gender on attitude towards computer technology and e-learning: An exploratory study of Punjab University, India. International Journal of Engineering Research, 2(2), 132-136.
  • • Susman,E., Rogal, A. (2004). Puberty and psychological development. Richard M. Lerner and Laurence Steinberg (Eds.) Handbook of adolescent psychology (second Edition) (15-45). New Jersey: John Wiley&Sons, Inc.
  • • Turgut, Ö., & Çapan, B. E. (2017). Ergen Psikolojik Sağlamlık Düzeyinin Yordayıcıları: Algılanan Sosyal Destek ve Okul Bağlılığı. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (44), 162-183.
  • • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331-349.
  • • Üneri, Ö. Ş., & Tanıdır, C. (2011). Evaluation of internet addiction in a group of high school students: a cross-sectional study. Düşünen Adam: The Journal of Psychiatry and Neurological Sciences, 24(4), 265-272.
  • • Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend networking sites and their relationship to adolescents’ well-being and social self-esteem. CyberPsychology & Behavior, 9(5), 584-590.
  • • Vasalampi, K., Salmela-Aro, K., & Nurmi, J. E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European psychologist, 14(4), 332-341.
  • • Wan, C. S., & Chiou, W. B. (2006). Psychological motives and online games addiction: Atest of flow theory and humanistic needs theory for taiwanese adolescents. CyberPsychology & Behavior, 9(3), 317- 324.
  • • Yang, H.-J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. International Journal of Educational Development, 24, 283-301.
  • • Yen, C. F., Ko, C. H., Yen, J. Y., Chang, Y. P., & Cheng, C. P. (2009). Multi‐dimensional discriminative factors for Internet addiction among adolescents regarding gender and age. Psychiatry and clinical neurosciences, 63(3), 357-364.
  • • Yılmaz, F. (2014). Ortaokul 6.7. 8. sınıf öğrencilerinin algılanan ebeveyn tutumları ile sosyal duygusal öğrenme becerileri arasındaki ilişkinin incelenmesi (Master’s thesis, İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü).
  • • Yılmaz, H., & Sipahioğlu, Ö. (2012). Farklı risk gruplarındaki ergenlerin psikolojik sağlamlıklarının incelenmesi. İlköğretim Online, 11(4).
  • • Young, K. S. (1998). Internet addiction: The emergence of a new clinical disorder. Cyberpsychology & behavior, 1(3), 237-244.
  • • Young, K. S., & Rogers, R. C. (1998). The relationship between depression and Internet addiction. Cyberpsychology & behavior, 1(1), 25-28.
  • • Zhang, Y., Gan, Y. & Cham, H. (2007). Perfectionism, academic burnout and engagment among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43, 1529-1540.

Year 2018, Volume: 6 Issue: 16, 5 - 28, 01.01.2018

Meral Sert Ağır

Abstract

Secondary school is important not only because of the adolescence problems, but also because of its function as a preparation phase for transition to a higher level of education. Information Technologies have become a part of daily life and adolescents tend to use them as a coping strategy for the problems they experience as adults. Moreover, the family and the educational environment may also reinforce misuse inadvertently. In line with these dynamics, this study was conducted to analyze whether there is a relationship between psychological resilience level which explains the factors that ensure success under difficult conditions, school burnout and internet addiction in the literature. The main purpose of the study is to examine whether the psychological Resilience level of school students school students makes a difference in terms of school burnout and internet addiction. The study was conducted by using the relational screening model, and it was performed with the permission received from İstanbul Governorship Provincial National Education Directorate dated 21.04.2016 and No. 59090411-20-E.4586566. The Personal Information Form, Psychological Resilience, School Burnout, and Internet Addiction for Adolescents Scales were used for data collection. The findings were obtained through the analysis of data from 307 students, the t-test in the SPSS 22.0 software, and variance and correlation techniques. According to the findings, there was a positive correlation between internet addiction and school burnout r=0.354 , a weak correlation between internet addiction and psychological resilience r=-0.135 , and a moderate negative correlation between school burnout and psychological resilience r=-0.434

Keywords

Psychological Resilience School Burnout Internet Addiction Secondary School Students

References

  • • Aksu, A., & Baysal, A. (2005). İlköğretim okulu müdürlerinde tükenmişlik. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 11(1), 7-24.
  • • Arslan, G. (2015). Ergenlerde psikolojik sağlamlık: Bireysel koruyucu faktörlerin rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(44).
  • • Avci, D. K., & Sahin, H. A. (2017). Relationship between burnout syndrome and internet addiction, and the risk factors in healthcare employees in a university hospital. Konuralp Medical Journal/Konuralp Tip Dergisi, 9(2).
  • • Ayas, T., Çakır, Ö., & Horzum, M. B.(2011) Ergenler için bilgisayar bağımlılığı ölçeği. Kastamonu Eğitim Dergisi,19(2) 439-448.
  • • Aypay, A. (2012). Secondary school burnout scale (SSBS). Educational Sciences: Theory and Practice, 12(2), 782-787.
  • • Aypay, A. ve Eryılmaz, A. (2011). Lise öğrencilerinin öznel iyi oluşları ve okul tükenmişliği arasındaki ilişkiler. (Relationships of high school students’ subjective well-being and school burnout). International Online Journal of Educaitonal Sciences, 3 (1), 181-199.
  • • Aypay, A., & Sever, M. (2015). School as if a workplace: Exploring burnout among high school students/ Bir iş yeri gibi okul: Lise öğrencileri arasında tükenmişliğin keşfi. Eğitimde Kuram ve Uygulama, 11(2), 460-472.
  • • 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.
  • • Başol, G., & Altay, M. (2009). Eğitim yöneticisi ve öğretmenlerin mesleki tükenmişlik düzeylerinin incelenmesi. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 15(2), 191-216.
  • • Batıgün, A. D., & Kılıç, N. (2011). İnternet bağımlılığı ile kişilik özellikleri, sosyal destek, psikolojik belirtiler ve bazı sosyo-demografik değişkenler arasındaki ilişkiler. Turk Psikoloji Dergisi, 26(67).
  • • Beard, K. W., & Wolf, E. M. (2001). Modification in the proposed diagnostic criteria for Internet addiction. Cyberpsychology & behavior, 4(3), 377-383.
  • • Beeri, A., & Lev‐Wiesel, R. (2012). Social rejection by peers: A risk factor for psychological distress. Child and Adolescent Mental Health, 17(4), 216-221.
  • • Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539.
  • • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1-40.
  • • Brown, B. (2004). Adolescents’ relationships with peers. Richard M. Lerner and Laurence Steinberg (eds.) Handbook of adolescent psychologhy (363-394), (second Edition). New Jersey: John Wiley&Sons, Inc.
  • • Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155.
  • • Cash, H., Rae, C. D, Steel, A. H., & Winkler, A. (2012). Internet addiction: A brief summary of research and practice. Current psychiatry reviews, 8(4), 292-298.
  • • Chou, C., & Hsiao, M. C. (2000). Internet addiction, usage, gratification, and pleasure experience: the Taiwan college students’ case. Computers & Education, 35(1), 65-80.
  • • Collins, W. A. & Brett Laurse . (2004). Parent-adolescent relationships and influences. Richard M. Lerner and Laurence Steinberg (eds.) Handbook of adolescent psychologhy (331-361), (second Edition). New Jersey: John Wiley&Sons, Inc.
  • • Çağlar, Ç. (2011). Okullardaki örgütsel güven düzeyi ile öğretmenlerin mesleki tükenmişlik düzeyinin bazı değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1827-1847.
  • • Davey, M., Eaker, D. G., & Walters, L. H. (2003). Resilience processes in adolescents: Personality profiles, self-worth, and coping. Journal of adolescent research, 18(4), 347-362.
  • • Diener, E., & Lucas, R. E. (2000). Explaining differences in societal levels of happiness: Relative standards, need fulfillment, culture, and evaluation theory. Journal of Happiness Studies, 1(1), 41-78.
  • • Farber, B. A. (2000). Treatment for different types of teacher burnout. Journal of Clinical Psychology, 56 (5), 675-689.
  • • Friedman, I. A. (1991). High and low-burnout schools: School culture aspects of teacher burnout. The Journal of educational research, 84(6), 325-333.
  • • Ginige, P. (2017). Internet Addiction Disorder. In Child and Adolescent Mental Health. InTech.
  • • Gizir, C. A. (2016). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28).
  • • Gizir, C. A., & AYDIN, G. (2006). Psikolojik Sağlamlık ve Ergen Gelişim Ölçeği’nin Uyarlanması: Geçerlik ve Güvenirlik Çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(26), 87-99.
  • • Griffiths, M. (2000). Internet addiction-time to be taken seriously?. Addiction research, 8(5), 413-418.
  • • Griffiths, M. D., Kuss, D. J., Billieux, J., & Pontes, H. M. (2016). The evolution of Internet addiction: A global perspective. Addictive Behaviors, 53, 193-195.
  • • Günüç, S., & Kayri, M. (2010). Türkiye’de internet bağımlılık profili ve internet bağımlılık ölçeğinin geliştirilmesi: Geçerlik-güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39).
  • • Haggerty, R. J., Sherrod, L. R., Garmezy, N., & Rutter, M. (Eds.). (1996). Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions. Cambridge University Press.
  • • Hopper, R. (2005). What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy, 39(3), 113-120. http://dx.doi.org/10.1016/B978-012750053-9/50012-7
  • • Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of college student development, 44(3), 291-303.
  • • Kabasakal, Z. (2015). Life satisfaction and family functions as-predictors of problematic Internet use in university students. Computers in Human Behavior, 53, 294-304.
  • • Kapıkıran, Ş., & Özgüngör, S. (2009). Ergenlerin sosyal destek düzeylerinin akademik başarı ve güdülenme düzeyi ile ilişkileri. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 16(1), 21-30
  • • Karaırmak, Ö., & Çetinkaya, R. S. (2016). Benlik saygısının ve denetim odağının psikolojik sağlamlık üzerine etkisi: Duyguların aracı rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(35).
  • • Karagöz, Y.(2016). SPSS ve Amos 23 uygulamalı istatistiksel analizler. Ankara. Nobel Yayınevi.
  • • Kim, J., LaRose, R., & Peng, W. (2009). Loneliness as the cause and the effect of problematic Internet use: The relationship between Internet use and psychological well-being. CyberPsychology & Behavior, 12(4), 451-455.
  • • Ko, C. H., Yen, J. Y., Yen, C. F., Lin, H. C., & Yang, M. J. (2007). Factors predictive for incidence and remission of internet addiction in young adolescents: a prospective study. CyberPsychology & Behavior, 10(4), 545-551.
  • • Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.
  • • Korhonen, J., Tapola, A., Linnanmäki, K., & Aunio, P. (2016). Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading. Learning and Instruction, 46, 21-33.
  • • Lam, L. T., Peng, Z. W., Mai, J. C., & Jing, J. (2009). Factors associated with Internet addiction among adolescents. Cyberpsychology & behavior, 12(5), 551-555.
  • • Leung, L. (2006). Stressful life events, motives for Internet use, and social support among digital kids. CyberPsychology & Behavior, 10(2), 204-214.
  • • Liang, L., Zhou, D., Yuan, C., Shao, A., & Bian, Y. (2016). Gender differences in the relationship between internet addiction and depression: A cross-lagged study in Chinese adolescents. Computers in Human Behavior, 63, 463-470.
  • • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child development, 71(3), 543-562.
  • • Morsünbül, Ü. Internet addiction in adolescence period:its realtions with ıdenty style and ruminative exploration. Anotolian Journal of Psychiatry,15(1), 77-83
  • • Musetti, A., Cattivelli, R., Giacobbi, M., Zuglian, P., Ceccarini, M., Capelli, F., ... & Castelnuovo, G. (2016). Challenges in internet addiction disorder: is a diagnosis feasible or not?. Frontiers in psychology, 7, 842.
  • • Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and identity, 9(3), 225-240.
  • • Ni, X., Yan, H., Chen, S., & Liu, Z. (2009). Factors influencing internet addiction in a sample of freshmen university students in China. Cyberpsychology & behavior, 12(3), 327-330.
  • • Niemz, K., Griffiths, M., & Banyard, P. (2005). Prevalence of pathological internet use among university students and correlations with self-esteem, the General Health Questionnaire (GHQ), and disinhibition. Cyberpsychology & behavior, 8(6), 562-570.
  • • Önder, A., & Gülay, H. (2008). İlköğretim 8. sınıf öğrencilerinin psikolojik sağlamlığının çeşitli değişkenler açısından incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (23).
  • • Özmen, F., Aküzüm, C., & Sünkür, M. (2012). Sosyal ağ sitelerinin eğitsel ortamlardaki işlevselliği. Education Sciences, 7(2), 496-506.
  • • Pajares, F., &Schunk, D. (2001). The development of academic self-efficacy. Development of Achievement Motivation. United States, 7.
  • • Park, N., Peterson, C., & Seligman, M. E. (2004). Strengths of character and well-being. Journal of social and Clinical Psychology, 23(5), 603-619.
  • • Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), A Vol. in the educational psychology series. Development of achievement motivation (pp. 249-284). San Diego, CA, US: Academic Press.
  • • Pressman, R. M., Owens, J. A., Evans, A. S., & Nemon, M. L. (2014). Examining the interface of family and personal traits, media, and academic imperatives using the learning habit study. The American Journal of Family Therapy, 42(5), 347-363.
  • • Ryff, C. D., & Singer, B. (2003). Flourishing under fire: Resilience as a prototype of challenged thriving. Flourishing: Positive psychology and the life well-lived, 15-36.
  • • Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316-1327.
  • • Sargın, N. (2013). Üniversite öğrencilerinin internete yönelik tutumları ve problemli internet kullanımları. Turkish Journal of Education, 2(2), 44-53.
  • • Schunk, D. H., & Meece, J. L. (2005). Self efficacy development in adolescences. Tim Urdan and Frank Pajares (Eds.) Self-Efficacy beliefs of adolescence (71-96). USA: Information Age Publishing.
  • • Selfhout, M. H., Branje, S. J., Delsing, M., ter Bogt, T. F., & Meeus, W. H. (2009). Different types of Internet use, depression, and social anxiety: The role of perceived friendship quality. Journal of adolescence, 32(4), 819-833.
  • • Suri, G., & Sharma, S. (2013). The impact of gender on attitude towards computer technology and e-learning: An exploratory study of Punjab University, India. International Journal of Engineering Research, 2(2), 132-136.
  • • Susman,E., Rogal, A. (2004). Puberty and psychological development. Richard M. Lerner and Laurence Steinberg (Eds.) Handbook of adolescent psychology (second Edition) (15-45). New Jersey: John Wiley&Sons, Inc.
  • • Turgut, Ö., & Çapan, B. E. (2017). Ergen Psikolojik Sağlamlık Düzeyinin Yordayıcıları: Algılanan Sosyal Destek ve Okul Bağlılığı. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (44), 162-183.
  • • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331-349.
  • • Üneri, Ö. Ş., & Tanıdır, C. (2011). Evaluation of internet addiction in a group of high school students: a cross-sectional study. Düşünen Adam: The Journal of Psychiatry and Neurological Sciences, 24(4), 265-272.
  • • Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend networking sites and their relationship to adolescents’ well-being and social self-esteem. CyberPsychology & Behavior, 9(5), 584-590.
  • • Vasalampi, K., Salmela-Aro, K., & Nurmi, J. E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European psychologist, 14(4), 332-341.
  • • Wan, C. S., & Chiou, W. B. (2006). Psychological motives and online games addiction: Atest of flow theory and humanistic needs theory for taiwanese adolescents. CyberPsychology & Behavior, 9(3), 317- 324.
  • • Yang, H.-J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. International Journal of Educational Development, 24, 283-301.
  • • Yen, C. F., Ko, C. H., Yen, J. Y., Chang, Y. P., & Cheng, C. P. (2009). Multi‐dimensional discriminative factors for Internet addiction among adolescents regarding gender and age. Psychiatry and clinical neurosciences, 63(3), 357-364.
  • • Yılmaz, F. (2014). Ortaokul 6.7. 8. sınıf öğrencilerinin algılanan ebeveyn tutumları ile sosyal duygusal öğrenme becerileri arasındaki ilişkinin incelenmesi (Master’s thesis, İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü).
  • • Yılmaz, H., & Sipahioğlu, Ö. (2012). Farklı risk gruplarındaki ergenlerin psikolojik sağlamlıklarının incelenmesi. İlköğretim Online, 11(4).
  • • Young, K. S. (1998). Internet addiction: The emergence of a new clinical disorder. Cyberpsychology & behavior, 1(3), 237-244.
  • • Young, K. S., & Rogers, R. C. (1998). The relationship between depression and Internet addiction. Cyberpsychology & behavior, 1(1), 25-28.
  • • Zhang, Y., Gan, Y. & Cham, H. (2007). Perfectionism, academic burnout and engagment among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43, 1529-1540.
There are 76 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Meral Sert Ağır This is me

Publication Date January 1, 2018
Published in Issue Year 2018 Volume: 6 Issue: 16

Cite

APA Ağır, M. S. (2018). Ergenlerde Psikolojik Sağlamlık, Okul Tükenmişliği ve İnternet Bağımlılığı Üzerine Bir inceleme. Gençlik Araştırmaları Dergisi, 6(16), 5-28.
 Download Cover Image

IMPORTANT NOTE: OUR JOURNAL IS PUBLISHED THREE TIMES A YEAR, IN APRIL, AUGUST AND DECEMBER, EXCEPT FOR SPECIAL ISSUES. SUBMITTED MANUSCRIPTS ARE NOT SUBMITTED FOR A SPECIFIC ISSUE. MANUSCRIPTS SENT TO OUR JOURNAL ARE PUBLISHED IN THE FIRST APPROPRIATE ISSUE FOLLOWING THE COMPLETION OF THE REVIEW PROCESS.