ijers

1308-9501 1308-9501

Eğitim Araştırmaları Birliği Derneği

Mediating Role of Self Efficacy on the Relationship between Subjective Vitality and School Burnout in Turkish Adolescents

Sarıcam

Hakan

01 16 2015

6 1 1 12 01 16 2015

2010

The purpose of this paper was to examine whether self efficacy might play a mediating role between subjective vitality and school burnout in Turkish adolescents. The participants were 344 high school students who completed a questionnaire package that included the School Burnout Scale, the Subjective Vitality Scale, and the General Self-Efficacy Scale. Relationships between self efficacy, vitality and school burnout were tested using Pearson Product Moment Correlation Coefficient and predictions of each variable by the domains of the other were calculated with Linear Regression Analysis (LRA). Findings showed that subjective vitality, school burnout and self-efficacy were related to each others. Hierarchical Regression Analysis results indicated that self-efficacy partially mediated the relationship between subjective vitality and school burnout.

Bu çalışmanın amacı ergenlerde okul tükenmişliği ile öznel zindelik arasında öz-yeterliliğin aracı rolünü incelemektir. Araştırmanın çalışma grubunu 344 lise öğrencisi oluşturmakta olup; Okul Tükenmişliği Ölçeği, Öznel Zindelik Ölçeği ve Genel Öz-yeterlilik Ölçeği veri toplama aracı olarak kullanılmıştır. Öz-yeterlilik, okul tükenmişliği ve öznel zindelik arasındaki ilişkileri saptamak için Pearson momentler çarpımı korelasyon analizi, özyeterliliğin, öznel zindelik ve okul tükenmişliği arasındaki aracı rolünü incelemek için Lineer regresyon analizi kullanılmıştır. Araştırma bulgularına göre öz-yeterlilik, öznel zindelik ve okul tükenmişliği arasında ilişki bulunmuştur. Hiyerarşik regresyon analizi sonuçlarına göre öz-yeterlilik, öznel zindelik ve okul tükenmişliği arasındaki ilişkide aracı rol üstlenmiştir

Self-efficacy; burnout; vitality

Öz-yeterlilik; tükenmişlik; zindelik

Finally, in this study, there might have been factors which influenced the school burnout, subjective vitality

and self-efficacy of high school students. While we have clearly investigated the relationship between

subjective vitality and school burnout, future studies might aim to identify other mediators which might

contribute to the relationship between these two variables.

In conclusion, this investigation shows that self efficacy affects subjective vitality and school burnout directly.

Students high in self efficacy are more likely to be high in subjective vitality and low in school burnout.

Therefore, the current findings increase our understanding of the relationships between subjective vitality,

school burnout, and self efficacy. We hope that our results may help educational agencies in designing suitable

self efficacy encouraging programs geared toward the college population.

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