Ergenlerde Eğitim Stresi ve Okul Tükenmişliği Arasındaki İlişkide Üstbilişsel Farkındalığın Aracı Rolü

Year 2017, Issue: 11, 159 - 175, 25.01.2017

Hakan Sarıçam , İsmail Çelik , Halis Sakız

Abstract

Bireyin görev ve stratejiler hakkındaki
bilgilere ek olarak öğrenmeyi planlama, kullanma, düzenleme ve öğrenme
stratejilerini değerlendirme gibi üstbiliş becerilerinden oluşan metabiliş,
öğrencilerin öğrenmelerini doğrudan etkileyen bir süreç olarak kabul edilir.
Eğitim stresi öğrencilerin okulda ya da okul dışındaki başarısını etkileyen,
okul ile ilgili görevleri yerine getirmek için karşılaştıkları problemlere
verilen bir reaksiyondur. Okul tükenmişliği ise bir öğrenci olarak yetersiz
hissetme, okula karşı soğuma ve okul gerekliliklerine karşı tükenmeye dayanan bir
kavramdır. Bu çalışmanın amacı eğitim stresi, okul tükenmişliği ve üstbiliş
arasındaki ilişkiyi belirlemek ve eğitim stresi ile okul tükenmişliği
arasındaki ilişkide üstbilişsel farkındalığın aracı rolünü incelemektir.
Çalışmanın örneklemi, Ağrı ilinde ortaokula devam eden 7. ve 8. sınıflardan
seçilmiş 303 öğrenciden oluşmaktadır. Veri toplamak amacıyla “Ortaokul
Üstbilişsel Farkındalık Envanteri” ile “Eğitim Stresi ve Okul Tükenmişliği
Ölçeği” kullanılmıştır. Değişkenler arası ilişkileri saptamak için Pearson
Momenler Çarpımı Korelasyon analizi ve okul tükenmişiği üzerinde üstbiliş ve
eğitim stresinin yordama gücünü tespit etmek için basit ve Çoklu/Aşamalı
Regresyon analizi kullanılmıştır. Korelasyon analizi sonucuna göre; üstbiliş,
eğitim stresi ve okul tükenmişliği arasında istatistiksel olarak önemli
ilişkilerin olduğu, aşamalı regresyon analizi sonucuna göre ise; üstbilişsel
farkındalığın, eğitim stresi ve okul tükenmişliği arasında aracı role sahip
olduğu ve eğitim stresinin okul tükenmişliğinin güçlü bir yordayıcısı olduğu
tespit edilmiştir.

Keywords

üstbiliş, eğitim stresi, okul tükenmişliği

Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents

Abstract

Metacognition is accepted as a process
that affect learning of students directly and is composed of metacognitive
skills such as planning of learning, use, regulation and evaluation of learning
strategies as well as information on the individual, duty and strategy
variables. Educational stress is defined as reactions given by all individuals
in the school to the problems they encounter as they carry out their duties and
it has an impact on their success both at and outside of school. School burnout
is handled in the dimensions of exhaustion against school demands, scornful
attitude towards school and the inadequacy felt as a student. The aim of this
study is to investigate the relationship between metacognition, educational
stress and school burnout and the mediator role of metacognitive awareness in
the relationship between educational stress and school burnout. The sample of
303 students was selected from 7th, and 8th grade students who were at 13, 14
and 15 years old at middle schools in Ağrı, Turkey. The Junior Metacognitive
Awareness Inventory, the Educational Stress Scale and the School Burnout Scale
were used for data collection. Pearson Product Moment Correlation Analysis was
applied in order to determine relationship between the variables and simple,
multiple/stepwise regression analysis were used to determine predictor roles of
metacognition and educational stress on the school burnout. In correlation
analysis, there are statistical significant correlations between metacognition,
educational stress and school burnout. In stepwise regression analysis,
metacognition is a mediator in relationship between educational stress and
school burnout, and educational stress was strongest predictor of school
burnout.

Keywords

metacognition, educational stress, school burnout

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