The Role of Perceived Stress in the Relationship Between School-Based Loneliness and Satisfaction with Life in Children

Year 2020, Volume: 28 Issue: 3, 1460 - 1470, 20.05.2020

Halil Ekşi Ayşe Çini , Erdem Sevim

https://doi.org/10.24106/kefdergi.4128

Cited By: 2

Abstract

The aim of this study is to examine the mediating role of perceived stress among school-based loneliness and life satis-faction in children. In this direction, 199 (50.5%) girls and 193 (49%) boys were 392 grade 4 students. Data were obtained by using the School Based Loneliness Scale in Children, Life Satisfaction Scale for Children and Perceived Stress Child Form and Personal Information Form. In the analysis of the data ; Pearson analysis, Independent Groups T test, Tool variable analysis and Bootstrap Analysis were used. According to the findings, there was a negative correlation between life satisfaction and perceived stress; there was a negative corre-lation between school-based loneliness and life satisfaction scores, and a significant positive correlation between perceived stress and school-based loneliness. According to the results of the study, the partial mediating role of perceived stress between school-based loneliness and life satisfaction is statistically significant. In future researches, different variables can be handled in different age groups. Psychoeducation programs can be developed by researching students' school-based loneliness and possible sources of stress.

Keywords

School based loneliness, Perceived stress, Life satisfaction, Children

Çocuklarda Okul Temelli Yalnızlık ve Yaşam Doyumu Arasındaki İlişkide Algılanan Stresin Aracı Rolü

Abstract

Bu araştırmanın amacı çocuklarda okul temelli yalnızlık ve yaşam doyumu arasında algılanan stresin aracı rolünün incelenmesidir. Bu doğrultuda Kocaeli ili’nde yaşları 9-11 arasında değişen 199’u (%50,5) kız, 193’ü (%49) erkek toplam 394 4.sınıf öğrencisi katılmıştır. Veriler Çocuklarda Okul Temelli Yalnızlık Ölçeği, Çocuklar İçin Yaşam Doyumu Ölçeği, Algılanan Stres Ölçeği ve Kişisel Bilgi Formu kullanılarak elde edilmiştir. Verilerin analizinde Pearson analizi, Bağımsız Gruplar T testi, Aracı değişken analizleri ve Bootstrap Analizi kullanılmıştır. Elde edilen bulgulara göre yaşam doyumu ile algılanan stres arasında negatif yönde ; okul temelli yalnızlık ile yaşam doyumu puanları arasında negatif yönde ve algılanan stres ile okul temelli yalnızlık arasında pozitif yönde manidar bir ilişki bulunmuştur .Araştırma sonuçlarına göre okul temelli yalnızlık ile yaşam doyumu arasında algılan stresin kısmi aracılık rolünün istatistiksel olarak anlamlı olduğu görülmektedir. Bundan sonra yapılacak araştırmalarda farklı değişkenler, farklı yaş gruplarında ele alınabilir. Öğrencilerin okul temelli yalnızlık ve olası stres kaynakları araştırılarak psikoeğitim programları geliştirilebilir.

Keywords

Okul temelli yalnızlık, Algılanan stres, Yaşam doyumu, Çocuklar

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