Okul Tükenmişliğinin Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması

Abstract

Bu çalışmanın amacı öğrencilerin okul tükenmişliğinin akademik başarıları üzerindeki etkisini incelemektir. Çalışmanın amacı doğrultusunda meta-analiz yöntemi kullanılmıştır. Bu çalışmanın verilerine Akademic Search Complete, Ulakbim, ERİC, Education Source, Google Akademik ve Yüksek Öğretim Kurulunun Ulusal Tez Merkezi tarama tabanından erişilmiştir. Meta analize dâhil edilecek araştırmalar için çeşitli ölçütler geliştirilmiştir. Bu ölçütler doğrultusunda bu çalışmanın veri seti 23 temel araştırmadan oluşmuştur. İstatistiksel analizler rassal etkiler modeli altında yürütülmüştür. CMA 2.2 paket programı ile etki büyüklükleri hesaplanarak, her bir bağımsız araştırmanın etki büyüklüğü olarak Pearson korelasyon katsayısı (r = ES) incelenmiştir. Çalışmanın bulguları incelendiğinde veri setinde bulunan çalışmaların etki büyüklükleri ES = -.49 ile ES = -.06 arasında bulunmuştur. Verilerin analizi sonucunda bu çalışma için ortalama etki büyüklüğünün ES = -.24 (LL= -.27 UP = .21; k = 28) olduğu görülmüştür. Bu doğrultuda araştırma sonucunda okul tükenmişliğinin öğrencilerin akademik başarısına etkisinin zayıf düzeyde olduğu tespit edilmiştir. Sonuç olarak bu meta-analiz çalışmasında araştırmaların yayın yılı ve yayın türüne göre istatistiksel olarak anlamlı bir farklılık gösterdiği belirlenmiştir.

Keywords

• Okul Tükenmişliği
• Akdemik Başarı
• Meta-analiz

The Effect of School Burnout on Academic Achievement: A Meta-Analysis Study

Abstract

In this study, it was aimed to examine the effect of school burnout on students' academic success. For this purpose, meta- analysis method was used. The data of this study were accessed from Akademic Search Complete, ERİC, Education Source, Ulakbim, Google Scholar and National Thesis Center of the Council of Higher Education source search base. In line with these criteria, the data set of this study consisted of 23 basic studies. Statistical analyzes were carried out under the random effects model. Effect sizes were calculated using the CMA 2.2. software package. Pearson correlation coefficient (r = ES) was calculated as the effect size of each independent research. The effect sizes in the data set are distributed between ES = -, 49 and ES = -. 06. As a result of the analysis of the data, the average effect size was found to be ES = -.24 (LL = -. 27 UP = .21; k = 28). In other words, as a result of the research, the effect of school burnout on students' academic success was found to be weak. In this meta-analysis study, a statistically significant difference was observed according to the publication year and publication type of the studies.

Keywords

• 1. Okul tükenmişliği
• 2. Akademik başarı
• 3. Meta-analiz

References

1. *Asikainen, H., Salmela-Aro, K., Parpala, A. ve Katajavuori, N. (2019). Learning profiles and their relation to study-related burnout and academic achievement among university students. Learning and Individual Differences, 78,1–7.
2. *Atik, S. (2016). Akademik başarının yordayıcıları olarak öğretmene güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği, (Yayınlanmamış Doktora Tezi). İnönü Üniversitesi, Malatya.
3. Aypay, A. ve Eryılmaz, A. (2011). Lise öğrencilerinin öznel iyi oluşları ve okul tükenmişliği arasındaki ilişkiler. International Online Journal of Educational Sciences, 3(1), 181–199.
4. Bakioğlu, A. ve Göktaş, E. (2018). Bir eğitim politikası belirleme yöntemi: Meta analiz. Medeniyet Eğitim Araştırmaları Dergisi, 1(2), 35–54.
5. *Balkis, M. (2013). The relationship between academic procrastination and students' burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 68–78.
6. Borenstein, M., Hedges, L. V., Higgins, J. P. T. ve Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley & Sons.
7. Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M. ve Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007
8. *Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J. ve Ribeiro, I. (2016). Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. Journal of adolescence, 53, 169–179.

9. Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155 Çapulcuoğlu, U. ve Gündüz, B. (2013). Lise öğrencilerinde tükenmişliğin cinsiyet, sınıf düzeyi, okul türü ve algılanan akademik başarı değişkenlerine göre incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 12–24.
10. Dahlin, M., Joneborg, N. ve Runeson, B. (2007). Performance-based self-esteem and burnout in a cross-sectional study of medical students. Medical Teacher, 29(1), 43–48. https://doi.org/10.1080/01421590601175309
11. Demir, M. ve Gençdoğan, B. (2017). Okul tükenmişliğini yordamada sınav kaygısı ve akademik başarının etkisi. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 8(20), 111–126. DeRoma, V. M., Leach, J. B. ve Leverett, J. P. (2009). The relationship between depression and college academic performance. College Student Journal, 43(2), 325–335.
12. Dinçer, S. (2018). Eğitim bilimleri araştırmalarında içerik analizi: Meta-analiz, meta-sentez, betimsel içerik analizi. Bartin Üniversitesi Egitim Fakültesi Dergisi, 7(1), 176–190. https://doi.org/10.14686/buefad.363159
13. *Duru, E., Duru, S. ve Balkis, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory And Practice, 14(4), 1274–1284.
14. *Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A. ve Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12.
15. Freudenberger, H. (1974). Staff burnout. Journal of Social Issues, 30 (1), 159–165. http://dx.doi.org/10.1111/j.1540-4560.1974.tb00706.x
16. Higgins, J. P. T., Thompson, S. G., Deeks, J. J. ve Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
17. Harrison, B. J. (1999). Are you destined to burn out? Fund Raising Manage, 30(3), 25–27.
18. *Herrmann, J., Koeppen, K. ve Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150–161.
19. Huang, C. (2015). Academic achievement and subsequent depression: A metaanalysis of longitudinal studies. Journal of Child and Family Studies, 24(2), 434–442. https://doi.org/10.1007/s10826-013-9855-6
20. Kim, B., Jee, S., Lee, J., An, S. ve Lee, S. M. (2017). Relationships between social support and student burnout: a meta-analytic approach. Stress and Health, 34(1), 127–134. https://doi.org/10.1002/smi.2771
21. *Kiuru, N., Aunola, K., Nurmi, J. E., Leskinen, E. ve Salmela-Aro, K. (2008). Peer group influence and selection in adolescents' school burnout: A longitudinal study. Merrill-Palmer Quarterly (1982), 23–55.
22. *Korhonen, J., Tapola, A., Linnanmäki, K. ve 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.
23. Kutsal, D. ve Bilge, F. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri. Eğitim ve Bilim, 37(164), 284–297.
24. Lemay, P. M. (1993). Stress, temperament, and academic achievement (Order No. 9332451) [Abstract]. Available from ProQuest Dissertations & Theses Global. (304049767). 12.12.2020 tarinde http://search.proquest.com/docview/304049767?accountid=8403 adresinden erişilmiştir.
25. *Li, J., Han, X., Wang, W., Sun, G. ve Cheng, Z. (2018). How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120–126.
26. Lipsey, M. W. ve Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.
27. Maslach, C. ve Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
28. Maslach, C. ve Leiter, M. P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it? San Francisco, California, Jossey Bass.
29. Miles, M, B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
30. *Naderi, Z., Bakhtiari, S., Momennasab, M., Abootalebi, M. ve Mirzaei, T. (2018). Prediction of academic burnout and academic performance based on the need for cognition and general self-efficacy: A cross-sectional analytical study. Revista Latinoamericana de Hipertension, 13(6), 584–591.
31. Oh Young, C., Gordon, H. R. D., Xing, X. ve Filler, J. W. (2018). Meta-analytic procedures for career and technical education post-secondary researchers and practitioners. Journal of Research in Technical Careers, 2(1), 32–41.
32. *Özhan, M., B, (2019). Lise öğrencilerinde okul tükenmişliğinin akademik başarı ve iyi oluşa etkisinin bütüncül olarak incelenmesi (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
33. *Palo, R., Maricuţoiu, L. P. ve Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation, 60, 199–204.
34. *Rana, H. (2016). Impact of Student’s Burnout on Academic Performance/Achievement. Pollster Journal of Academic Research, 3(02), 159–174.
35. Rosenthal, J. A. (1996). Qualitative descriptors of strength of association and effect size. Journal of Social Service Research, 21(4), 37–59. https://doi.org/10.1300/J079v21n04_02
36. *Salmela-Aro, K., Kiuru, N., Pietikäinen, M. ve Jokela, J. (2008). Does school matter? The role of school context in adolescents’ school-related burnout. European Psychologist, 13(1), 12–23.
37. Salmela-Aro, K., Savolainen, H. ve Holopainen, L. (2009). Deppressive symptoms and school burnout during adolescence evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38, 1316–1327. https://doi.org/10.1007/s10964-008-9334-3
38. Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M. ve Bakker, A. B. (2002). Burnout and engagement in university students: A cross-nationalstudy. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/10.1177/0022022102033005003
39. Seçer, İ. ve Gençdoğan, B. (2012). Ortaöğretim öğrencilerinde okul tükenmişliğinin çeşitli değişkenlere göre incelenmesi. Turkish Journal of Education, 1(2), 25–37. https://doi.org/10.19128/turje.181045
40. *Seibert, G. S., Bauer, K. N., May, R. W. ve Fincham, F. D. (2017). Emotion regulation and academic underperformance: the role of school burnout. Learning and Individual Differences, 60, 1–9.
41. *Sorkkila, M., Aunola, K. ve Ryba, T., V. (2017). A person-oriented approach to sport and school burnout in adolescent student-athletes: The role of individual and parental expectations. Psychology of Sport and Exercise, 28, 58–67.
42. Slivar, B. (2001). The syndrome of burnout, self-image and anxiety with grammar school students. Horizons of Psychology, 10(2), 21–32.
43. *Tuominen-Soini, H. ve Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649–662.
44. *Uludag, O. ve Yaratan, H. (2013). The effects of justice and burnout on achievement: An empirical investigation of university students. Croatian Journal of Education 15(2), 97–116.
45. UNESCO (2011). International Standard Classification of Education. 12.10.2020 tarihinde http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf. adresinden erişilmiştir.
46. Üstün, U. ve Eryilmaz, A. (2014). A Research methodology to conduct effective research syntheses: Meta-analysis. Education and Science, 39(174), 1–32.
47. *Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M. ve Kuorelahti, M. (2018). Student engagement and school burnout in Finnish lower-secondary schools: Latent profile analysis. Scandinavian Journal of Educational Research, 62(4), 519–537.
48. *Wang, M. T., Chow, A., Hofkens, T. ve Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57–65.
49. *Williams, C. J., Dziurawiec, S. ve Heritage, B. (2018). More pain than gain: Effort–reward imbalance, burnout, and withdrawal intentions within a university student population. Journal of Educational Psychology, 110(3), 378–394.
50. *Yang, H., J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’stechnical–vocational colleges. International Journal of Educational Development, 24(3), 283–301. https://doi.org/10.1016/j.ijedudev.2003.12.001
51. Yang, H. J. ve Farn, C., K. (2005). An investigation the factor saffecting MIS student burnout in technical-vocational college. Computers in Human Behavior, 21(6), 917–932. https://doi.org/10.1016/j.chb.2004.03.001
52. Zhang, Y., Gan, Y. ve Cham, H. (2007). Perfectionism, academic burnout an dengagement chinese college students: A structurale quation modeling analysis. Personality and Individual Differences, 43(6), 1529–1540. https://doi.org/10.1016/j.paid.2007.04.010