Research Article
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High School Students’ Academic Resilience and School Burnout Coping Skills

Year 2022, Volume: 10 Issue: 27, 82 - 97, 31.08.2022
https://doi.org/10.52528/genclikarastirmalari.1070021

Abstract

School burnout is seen during certain periods of every student’s educational career and can cause a variety
of problems. Therefore, it can be stated that focusing on students’ ability to cope with school burnout is an
important issue. Give this dearth; we examined the relationship between adolescents’ academic resilience
and their ability to cope with school burnout. The study group consisted of 418 adolescent high school
students—272 (65%) were females and 146 (35%) males—aged between thirteen and eighteen. We collected
data using Coping Skill with School Burnout Scale and the Academic Resilience Scale. We then subjected the
data we had gathered to a correlation and regression analysis. The correlation analysis revealed statistically
significant relationships between the three sub-dimensions of coping with school burnout scale and academic
resilience scale the regression analysis revealed that academic resilience was a significant predictor of all
three sub-dimensions of coping with school burnout. We discussed the findings in light of the literature and
made suggestions for practitioners and future researchers.

References

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  • Bilge, F., Tuzgöl-Dost, M., & Çetin, B. (2014). Factors affecting burnout and school engagement among high school students: Study habits, self-efficacy beliefs, and academic success. Educational Sciences: Theory and Practice, 14(5), 1721-1727. https://doi.org/10.12738/estp.2014.5.1727
  • Boyacı, M., & Özhan, M. B. (2021). Üniversite öğrencilerinde okul tükenmişliği: Psikolojik sağlamlık, umut ve pozitifliğin rolü. Türk Eğitim Bilimleri Dergisi, 19(2), 1178-1198. https://doi.org/10.37217/tebd.896692
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  • 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. https://doi.org/10.1016/j.learninstruc.2016.08.006
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  • Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387-405. https://doi.org/10.1007/s10648-020-09533-1
  • Martin, A. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian journal of education, 46(1), 34-49. https://doi.org/10.1177/000494410204600104
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. https://doi.org/10.1002/pits.20149
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Ergenlerde Akademik Dayanıklılık ve Okul Tükenmişliğiyle Başa Çıkma Becerisi Arasındaki İlişkinin İncelenmesi

Year 2022, Volume: 10 Issue: 27, 82 - 97, 31.08.2022
https://doi.org/10.52528/genclikarastirmalari.1070021

Abstract

Okul tükenmişliği eğitim süreci devam eden her öğrencide belli dönemlerde görülebilen ve birtakım olumsuzluklara
yol açan bir durumdur. Bu yüzden öğrencilerin okul tükenmişliğiyle başa çıkabilme becerilerine odaklanmanın
önemli bir konu olduğu ifade edilebilir. Bu bağlamda bu çalışmada ergenlerin akademik dayanıklılıkları ile okul
tükenmişliğiyle başa çıkma becerisi arasındaki ilişki ele alınmıştır. Çalışmanın katılımcı grubu lise eğitimine
devam eden yaşları 13 ile 18 arasında olan 272 (%65) kız ve 146 (%35) erkek olmak üzere toplam 418 ergen bireyden
oluşmaktadır. Çalışmanın verileri okul tükenmişliğiyle başa çıkma becerisi ölçeği ve akademik dayanıklılık ölçeği
ile toplanmıştır. Verilerin analizinde korelasyon ve regresyon analizi kullanılmıştır. Korelasyon analizi sonucunda
akademik dayanıklılık ve okul tükenmişliğiyle başa çıkma becerisinin üç alt boyutu arasında istatistiksel olarak
anlamlı ilişkiler bulunmuştur. Regresyon analizi sonucunda ise akademik dayanıklılığın okul tükenmişliğiyle başa
çıkma becerisinin üç alt boyutunun da anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır. Çalışmada ulaşılan
bulgular literatür doğrultusunda tartışılmış, araştırmacılar ve uygulayıcılar için öneriler sunulmuştur.

References

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  • Ateş, B. (2016). Effect of solution focused group counseling for high school students in order to struggle with school burnout. Journal of Education and Training Studies, 4(4), 27-34. https://doi.org/10.11114/jets.v4i4.1254
  • Atik, S. & Çelik, O. T. (2021). Analysis of the relationships between academic motivation, engagement, burnout and academic achievement with structural equation modelling. International Journal of Contemporary Educational Research, 8(2), 118-130. https://doi.org/10.33200/ijcer.826088
  • Aypay, A. (2011). Elementary school student burnout scale for grades 6-8: A study of validity and reliability. Educational Sciences: Theory and Practice, 11(2), 520-527.
  • Aypay, A., & Eryılmaz, A. (2011). Lise öğrencilerinin derse katılmaya motive olmaları ile okul tükenmişliği arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 26-44.
  • 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. https://doi.org/10.1007/s10212-012-0126-5
  • Bilge, F., Tuzgöl-Dost, M., & Çetin, B. (2014). Factors affecting burnout and school engagement among high school students: Study habits, self-efficacy beliefs, and academic success. Educational Sciences: Theory and Practice, 14(5), 1721-1727. https://doi.org/10.12738/estp.2014.5.1727
  • Boyacı, M., & Özhan, M. B. (2021). Üniversite öğrencilerinde okul tükenmişliği: Psikolojik sağlamlık, umut ve pozitifliğin rolü. Türk Eğitim Bilimleri Dergisi, 19(2), 1178-1198. https://doi.org/10.37217/tebd.896692
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  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cassidy, S. (2016). The academic resilience scale (ARS-30): A new multidimensional construct measure. Frontiers in psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
  • DiTullio, G. (2014). Classroom culture promotes academic resiliency. Phi Delta Kappan, 96(2), 37-40. https://doi.org/10.1177/0031721714553408
  • Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: the mediating role of resilience and academic anxiety in high school. International journal of environmental research and public health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058
  • Gan, Y., Shang, J., & Zhang, Y. (2007). Coping flexibility and locus of control as predictors of burnout among Chinese college students. Social Behavior and Personality: an international journal, 35(8), 1087-1098. https://doi.org/10.2224/sbp.2007.35.8.1087
  • Gündogan, S., & Özgen, H. (2020). The relationship between the quality of school life and the school burnout. International Journal of Evaluation and Research in Education, 9(3), 531-538. https://doi.org/10.11591/ijere.v9i3.20686
  • Gündoğan, S. (2021). Lise öğrencilerinin okul tükenmişliğiyle başa çıkma becerileri üzerine bir model testi: Karma yöntem araştırması (Doktora tezi.) Erzurum, Atatürk Üniversitesi.
  • 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. https://doi.org/10.1353/csd.2003.0028
  • Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of advances in medical education & professionalism, 2(1), 33-38. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235534/
  • Kapıkıran, Ş. (2012). Validity and reliability of the academic resilience scale in Turkish high school. Education, 132, 474-483.
  • Kapıkıran, Ş. (2020). Ergenlerde ebeveyn akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 409-430. https://doi.org/10.9779/pauefd.521230
  • Kennedy, A. C., & Bennett, L. (2006). Urban adolescent mothers exposed to community, family, and partner violence: Is cumulative violence exposure a barrier to school performance and participation? Journal of Interpersonal Violence, 21, 750-773. https://doi.org/10.1177/0886260506287314.
  • 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. https://doi.org/10.1016/j.learninstruc.2016.08.006
  • Lin, S. H., & Huang, Y. C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77-90. https://doi.org/10.1177/1469787413514651
  • Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387-405. https://doi.org/10.1007/s10648-020-09533-1
  • Martin, A. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian journal of education, 46(1), 34-49. https://doi.org/10.1177/000494410204600104
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. https://doi.org/10.1002/pits.20149
  • Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370. https://doi.org/10.1080/03054980902934639
  • May, R. W., Seibert, G. S., Sanchez-Gonzalez, M. A., & Fincham, F. D. (2019). Self-regulatory biofeedback training: an intervention to reduce school burnout and improve cardiac functioning in college students. Stress, 22(1), 1-8. https://doi.org/10.1080/10253890.2018.1501021
  • Meneghel, I., Martínez, I. M., Salanova, M., & De Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875-890. https://doi.org/10.1002/pits.22253
  • Molinari, L., & Grazia, V. (2021). Students’ school climate perceptions: do engagement and burnout matter?. Learning Environments Research, 1-18. https://doi.org/10.1007/s10984-021-09384-9
  • Morales, E. E. (2008a). The resilient mind: The psychology of academic resilience. The Educational Forum, 72(2), 152–167. https://doi.org/10.1080/00131720701805017
  • Morales, E. E. (2008b). Academic resilience in retrospect: Following up a decade later. Journal of Hispanic Higher Education, 7(3), 228-248. https://doi.org/10.1177/1538192708317119
  • Morsünbül, Ü., & Yazar, B. (2021). Akademik dayanıklılığın kimlik boyutları ve okula bağlanma ile ilişkisi: ortaokul öğrencileri üzerinden bir inceleme. Başkent University Journal of Education, 8(1), 1-10.
  • Noh, H., Chang, E., Jang, Y., Lee, J. H., & Lee, S. M. (2016). Suppressor effects of positive and negative religious coping on academic burnout among Korean middle school students. Journal of Religion and Health, 55(1), 135-146. https://doi.org/10.1007/s10943-015-0007-8
  • Noh, H., Shin, H., & Lee, S. M. (2013). Developmental process of academic burnout among Korean middle school students. Learning and Individual Differences, 28, 82-89. https://doi.org/10.1016/j.lindif.2013.09.014
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There are 57 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Selim Gündoğan 0000-0001-7731-8728

Publication Date August 31, 2022
Acceptance Date July 16, 2022
Published in Issue Year 2022 Volume: 10 Issue: 27

Cite

APA Gündoğan, S. (2022). Ergenlerde Akademik Dayanıklılık ve Okul Tükenmişliğiyle Başa Çıkma Becerisi Arasındaki İlişkinin İncelenmesi. Gençlik Araştırmaları Dergisi, 10(27), 82-97. https://doi.org/10.52528/genclikarastirmalari.1070021

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