Ergenlerde Ebeveyn Akademik Başarı Baskısı ve Desteği ile Sınav Kaygısı Arasındaki İlişkide Akademik Dayanıklılığın Aracı Rolü

Year 2020, Volume: 48, 409 - 430, 07.01.2020

Şahin Kapıkıran

https://doi.org/10.9779/pauefd.521230

Cited By: 10

Abstract

Bu çalışmanın amacı, ergenlerde, ebeveyn
akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide
akademik dayanıklılığın doğrudan ve dolaylı rolünü incelemektir. Çalışma, 9 ile
12. sınıf lise öğrencilerini içermektedir. Öğrencilerin 223'ü kız, 167'si erkek
olmak üzere toplam 390 kişiden oluşmaktadır. Araştırmada, öğrencilere ebeveyn
akademik başarı baskısı - desteği, sınav kaygısı ve akademik dayanıklılık
ölçekleri uygulanmıştır. Araştırmanın amacına uygun olarak aracılık analizi
yapısal eşitlik modeline dayalı olarak yapılmıştır.  Analiz sonucunda, önerilen modele ait uyum değerlerinin
yeterli düzeyde olduğu bulunmuştur. Akademik dayanıklılığın ebeveyn akademik
başarı desteği ve sınav kaygısı arasında tam aracılığı olduğu (β = -13,
P<.05 - β = -.03, P>.05) 
saptanmıştır. Akademik dayanıklılığın, ebeveyn akademik başarı baskısı
ile sınav kaygısı arasında kısmi aracılık rolü olduğu (β = .21, P <.01 - β =
.17, P <.01) bulunmuştur. Ayrıca ebeveyn başarı baskısı ile sınav kaygısı
arasında olumlu, akademik dayanıklılık ile olumsuz yönde ilişkili olurken,
ebeveyn başarı desteği ile sınav kaygısı arasında olumsuz ve akademik
dayanıklılık ile olumlu yönde ilişkili olduğu bulunmuştur. Bu sonuçlar, sınav
kaygısı, ebeveyn akademik başarı baskısı, ebeveyn akademik başarı desteği ve
akademik dayanıklılık bağlamında tartışılmıştır.

Keywords

Ebeveyn başarı baskısı- Desteği, Sınav kaygısı, akademik dayanıklılık

The Mediator Role of Academic Resilience in the Relationship between Parental Academic Success Pressure and Support and Test Anxiety in Adolescents

Abstract

The aim of this study was to investigate the direct and indirect role of academic resilience in the relationship between parental academic achievement pressure and support and test anxiety in adolescents. The study included 9th and 12th-grade high school students.  Parental academic achievement pressure - support, exam anxiety, and academic resilience scales were applied in the study. For the purpose of the study, the mediation analysis was based on the structural equation model. As a result of the analysis, it was found that the compliance values of the proposed model were enough. It was found that academic resilience was the complete mediation between parental academic success support and test anxiety (β = -13, P <.05 - β = -.03, P >.05). Academic resilience was found to be a partial mediator between parental academic achievement pressure and test anxiety (β = .21, P<.01 - β = .17, P<.01). In addition, there was a positive correlation between parent achievement pressure and test anxiety and a negative correlation with academic resilience. These results were discussed in the context of test anxiety, parental academic success pressure, parental academic achievement support, and academic resilience

Keywords

parent academic achievement pressure-support, test anxiety, academic resilience

References

• Adams, G. R., Ryan, B. A., Ketsetzis, M. ve Keating L. (2000). Psychology rule compliance and peer sociability: A study of family process, school-focused parent-child interactions, and children's classroom behavior. Journal of Family Psychology, 14, 237-250. doi:10.1037/0893-3200.14.2.237.
• Anderson, J. C. ve Gerbing, D. W. (1988). Structural equation modeling in practice: A review andrecommended two-step approach. Psychological Bulletin, 103(3), 411-423. doi.org/10.1037/0033-2909.103.3.411. Balogun, A. G., Balogun, S. K., & Onyencho, C. V. (2017). Test anxiety and academic performanceamong undergraduates: The moderating role of achievement motivation. The Spanish journal of psychology, 20. 0, e14, 1–8. doi:10.1017/sjp.2017.5.Beidel, D. C., Turner, M. W. ve Trager, K. N. (1994). Test anxiety and childhood anxiety disorders in African American and White school children. Journal of Anxiety Disorders, 8, 169-179. doi:10.1016/0887-6185(94)90014-0.Besharat, M. A. (2003). Parental perfectionism and children’s test anxiety. Psychological Reports, 93, 1049–1055. doi:10.2466/ PR0.93.8.1049-1055.
• Beutel, M. E., Glaesmer, H., Wiltink, J., Marian, H. ve Brähler, E. (2010). Life satisfaction, anxiety, depression and resilience across the life span of men. The Aging Male, 13(1), 32-39.doi:10.3109/13685530903296698.
• Bogenschneider , K. (1996). An ecological risk/protective theory for building prevention programs,policies and community capacity to support youth. Family Relations, 45, 127-138. doi:10.2307/585283.
• Bronstein, P., Ginsburg, G. S. ve Herrera, I. S. (2005). Parental predictors of motivational orientation inearly adolescence: A longitudinal study. Journal of Youth and Adolescence, 34, 559-575. Doi: 10.1007/s10964-005-8946-0
• Cain, M. K., Zhang, Z., & Yuan, K. H. (2017). Univariate and multivariate skewness and kurtosis for measuring nonnormality: Prevalence, influence and estimation. Behavior research methods, 49(5), 1716-1735. doi: 10.3758/s13428-016-0814-1
• Cassady, J. C., ve Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. doi:10.1006/ ceps.2001.1094.
• Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A. ve McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. DOI: 1037/0022-0663.97.2.268.
• Chen, J. J. -L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kongadolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131, 77-127. doi:10.3200/MONO.131.2.77-127.
• Chen, H. (2012). Impact of Parent's Socioeconomic Status on Perceived Parental Pressure and TestAnxiety among Chinese High School Students. International Journal of Psychological Studies, 4, 235-245. doi:10.5539/ijps.v4n2p235
• Collie, R. J., Ginns, P., Martin, A. J. ve Papworth, B. (2017). Academic buoyancy mediates academicanxiety’s effects on learning strategies: an investigation of English-and Chinese-speaking Australian students. Educational Psychology, 37(8), 947-964. DOI: 10.1080/01443410.2017.1291910.
• Croninger, R. G. ve Lee, V. E. (2001). Social capital and dropping out of high school: Benefits to at-riskstudents of teachers' support and guidance. Teachers College Record, 103, 548-581. doi:10.1111/0161-4681.00127.
• Cutrona, C. E., Cole, V., Colangelo, N., Assouline, S. G. ve Russell, D. W. (1994). Perceived parentalsocial support and academic achievement: An attachment theory perspective. Journal of Personality and Social Psychology, 66, 369-378. doi:10.1037/0022-3514.66.2.369. Çakmak, E. K., Akgün, Ö. A., Karadeniz, Ş., Büyüköztürk, Ş. ve Demirel, F. (2008). İlköğretim ikincikademe ve lise öğrencilerinin ders ve sınıf düzeylerine göre öğrenme stratejileri ve güdülenme düzeylerinin belirlenmesi. Uluslararası İnsan Bilimleri Dergisi, 5(1), 1-27. https://www.j-humansciences. com/ojs/index.php/IJHS/article/view/454/285.
• Erberber, E., Stephens, M., Mamedova, S., Ferguson, S. ve Kroeger, T. (2015). SocioeconomicallyDisadvantaged Students Who Are Academically Successful: Examining Academic Resilience Cross-Nationally. Policy Brief No. 5. International Association for the Evaluation of Educational Achievement, 1-12. P. 11. https://files.eric.ed.gov/fulltext/ED557616.
• Erturan-Ilker, G., Arslan, Y. ve Demirhan, G. (2014). A validity and reliability study of the motivatedstrategies for learning questionnaire. Educational Sciences: Theory and Practice, 14, 829-833. doi: 10.12738/estp.2014.3.1871.
• Finn, J. D. ve Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234. doi/10.1037/0021-9010.82.2.221.
• Fischer, C., Bol, L., Pribesh, S. ve Nunnery, J. (2013). Where is the learning in smaller learningCommunities? Academic press, social support for learning, and academic engagement in smaller learning community classrooms. Journal of Education for Students Placed at Risk (JESPAR), 18(3-4), 177-192. doi: 10.1080/10824669.2013.811569.
• Ginsburg, G. ve Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsicmotivational orientation and academic performance. Child Development, 64, 1461-1474. doi: 10.1111/j.1467-8624.1993.tb02964.x.
• Gonzalez-DeHass, A. R., Willems, P. P. ve Holbein, M. F. D. (2005). Examining the relationshipbetween parent involvement and student motivation. Educational Psychology Review, 17, 99-123. doi: 10.1007/s10648-005-3949-7.
• Gottfried, A. E., Fleming, J. S. ve Gottfried, A. W. (1994). Role of parental motivational practices inchildren’s academic intrinsic motivation and achievement. Journal of Education Psychology, 86, 104-113. doi:10.1037/0022-0663.86.1.104.
• Gregory, A. ve Rimm-Kaufman, S. (2008). Positive mother-child interactions in kindergarten:Predictors of school success in high school. School Psychology Review, 37(4), 499-515. 18.11.2016 tarihinde erişilmiştir. https://search.proquest.com/openview/4455b41dcd479a2d65f15b9f 2a9e4b63/1? pq-origsite=gscholar&cbl=48217,
• Güler, D. ve Çakir, G. (2013). Lise son sınıf öğrencilerinin sınav kaygısını yordayan değişkenlerin İncelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(39), 82-94. 16.3.2016 tarihinde erişilmiştir.http://dergipark.ulakbim.gov.tr/tpdrd/article/view/1058000157/1058000159.
• Hoferichter, F. ve Raufelder, D. (2015). Examining the role of social relationships in the association between neuroticism and test anxiety–results from a study with German secondary school students. Educational Psychology, 35(7), 851-868. doi.org/10.1080/01443410.2013.849326.
• Hoferichter, F., Raufelder, D., & Eid, M. (2014). The mediating role of socio‐motivational relationshipsin the interplay of perceived stress, neuroticism, and test anxiety among adolescent students. Psychology in the Schools, 51(7), 736-752.
• Hu, L. ve Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118.
• Kagıtçıbaşı, Ç. (1996). The autonomous-relational self. European Psychologist, 1(3), 180-186.
• Kagıtçıbaşı, Ç. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36, 403–422.
• Kapıkıran, Ş. (2012). Validity and reliability of the Academic Resilience Scale in Turkish high school.Education, 132, 474-483. http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid= abb98a77-071c -4ad1-b80d-5cb7458d890c%40sessionmgr102.
• Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerlik: Ortaokul ve lise öğrencileri. Ege Eğitim Dergisi, 17(1), 62-83. http://dergipark.ulakbim.gov.tr/egeefd/article/view/5000163356.
• Kennedy, A. C. ve Bennett, L. (2006). Urban adolescent mothers exposed to community, family, andpartner violence: Is cumulative violence exposure a barrier to school performance and participation? Journal of Interpersonal Violence, 21, 750-773. doi: 10.1177/0886260506287314.
• Ketsetzis, M., Ryan, B. A. ve Adams, G. R. (1998). Family processes, parent-child interactions, andchild characteristics influencing school-based social adjustment. Journal of Marriage and Family, 60, 374-387. doi: 10.2307/353855.
• Koutsoulis, M. K. ve Campbell, J. R. (2001). Family processes affect students’ motivation, and scienceand math achievement in Cypriot high schools. Structural Equation Modeling, 8, 108-127. doi: 10.1207/S15328007SEM0801_6.
• Leung, G. S., Yeung, K. C. ve Wong, D. F. (2010). Academic stressors and anxiety in children: The roleof paternal support. Journal of child and family studies, 19, 90-100. doi:10.1007/s10826-009-9288-4.
• Levpuscek, M. P., Zupancic, M. ve Socan, G. (2013). Predicting achievement in mathematics inadolescent students: The role of individual and social factors. The Journal of Early Adolescence, 33(4), 523-551. doi: 10.1177/0272431612450949.. Levpuscek, M. P. ve Zupancic, M. (2008). Math achievement in early adolescence: The role of parental involvement, teachers’ behavior, and students’ motivational beliefs about math. The Journal of Early Adolescence. 29(4), 541-570.doi:10.1177/0272431608324189..Luthar, S. S. ve Becker, B. E. (2002). Privileged but pressured? A study of affluent youth. Child development, 73(5), 1593-1610. doi: 10.1111/1467-8624.00492.
• Malecki, C. K. ve Demaray., M. K. (2006). Social support as a buffer in the relationship betweensocioeconomic status and academic performance. School Psychology Quarterly, 21(4). 375-395. doi: 10.1037/h0084129.
• Martin, A. J. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian Journal of Education, 46, 34–49. doi:10.1177/000494410204600104.
• Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’resilience in the face of academic adversity. School Psychology International, 34, 488-500. doi: 10.1177/014303431247275.
• Martin, A. J. ve Marsh, H. W. (2006). Academic resilience and its psychological and educationalcorrelates: A construct validity approach. Psychology in the Schools, 43, 267-281. doi: 10.1002/pits.20149.
• Martin, A. J. ve Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensionaland hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35, 353-370. doi: 10.1080/03054980902934639.
• McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. EducationalPsychology, 21, 89-101. doi: 10.1080/01443410020019867.
• McTigue, E. M., Washburn, E. K. ve Liew, J. (2009). Academic resilience and reading: Building successful readers. The Reading Teacher, 62(5), 422-432. DOI:10.1598/RT.62.5.5.
• ÖSYM (2017). Sayısal Bilgiler.http://dokuman.osym.gov.tr/pdfdokuman/2017/OSYS/YER/ 15082017.pdf..Perrone, K. M., Sedlacek, W. E. ve Alexander, C. M. (2001). Gender and ethnic differences in careergoal attainment. The Career Development Quarterly, 50(2), 168-178. doi: 10.1002/j.2161-0045. 2001.tb00981.x
• Pintrich, P. R., Smith, D. A., García, T. ve McKeachie, W. J. (1993). Reliability and predictive validity ofhe Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. doi: 10.1177/0013164493053003024.
• Putwain, D. W., Woods, K. A. ve Symes, W. (2010). Personal and situational predictors of test anxietyof students in post‐compulsory education. British Journal of Educational Psychology, 80(1), 137-160. doi: 10.1348/000709909X466082..Putwain, D. W., Nicholson, L. J., Connors, L. ve Woods, K. (2013). Resilient children are less testanxious and perform better in tests at the end of primary schooling. Learning and Individual Differences, 28, 41-46. doi:10.1016/j.lindif.2013.09.010..Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N. ve Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents: Evidence for gender-specific relations. Journal of Child and Family studies, 24(12), 3742-3756. doi 10.1007/s10826-015-0182-y.
• Richman, J. M., Rosenfeld, L. B. ve Bowen, G. L. (1998). Social support for adolescents at risk of schoolfailure. Social Work, 43(4), 309-323. doi: 10.1093/sw/43.4.309.
• Riley, P. J. (2003). The relationship between parental warmth and parental pressure to achieveadolescent depression and anxiety in china. (Unpublished master dissertation) Maryland: Faculty of the Graduate School of the University of Maryland at College Park). http://hdl.handle.net/1903/301.
• Ringeisen, T. ve Raufelder, D. (2015). The interplay of parental support, parental pressure and testanxiety–gender differences in adolescents. Journal of Adolescence, 45, 67-79. doi.org/10.1016/j.
• Rouse, K. A. G. (2001). Resilient students' goals and motivation. Journal of Adolescence, 24(4), 461-472. doi:10.1006/jado.2001.0383.
• Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290-312.. http://www.jstor.org/stable/270723.
• Şahin, H., Günay, T. ve Batı, H. (2006). İzmir ili Bornova ilçesi lise son sınıf öğrencilerinde üniversiteyegiriş sınavı kaygısı. Sürekli Tıp Eğitimi Dergisi, 15(6), 107-113. http:// www.ttb.org.tr/ STED/2006/ haziran/izmir.pdf.
• Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitivetest anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40-48. doi.org/10.1016/j.lindif.2017.03.001.
• Tüik, (Mart 2017). http://www.tuik.gov.tr/PreHaberBultenleri.do?id=27694. Bu veriye, 16 Temmuz 2018 yılında erişilmiştir.
• Turner, B. G., Beidel, D. C., Hughes, S. ve Turner, M. W. (1993). Test anxiety in African AmericanSchool children. School Psychology Quarterly, 8, 140–152. doi:10.1016/0887-6185(94) 90014-0.Xiao, J. (2013). Academic stress, test anxiety, and performance in a Chinese high school sample: The moderating effects of coping strategies and perceived social support. Dissertation, Georgia State University. http://scholarworks.gsu.edu/cps_diss/88.
• Verkuyten, M., Thijs, J. ve Canatan, K. (2001). Achievement motivation and academic performanceamong Turkish early and young adolescents in the Netherlands. Genetic, Social, and General Psychology Monographs, 127(4), 378-408. 18. 11. 2016 tarihinde erişilmiştir. http://www.jstor.org/stable/41064505.
• Wang, M. T., ve Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895. doi: 10.1111/j.1467-8624.2012.01745.x.
• Wasonga, T., Christman D. E. ve Kilmer, L. (2003). Ethnicity, gender and age: predicting resilience and academic achievement among urban high school students. American Secondary Education, 32, 62-74. 18.11.2016 tarihinde ulaşılmıştır. http://www.jstor.org/stable/41064505.
• Yıldırım, İ. (2000). Akademik başarının yordayıcısı olarak yalnızlık, sınav kaygısı ve sosyal destek. Hacettepe University Journal of Education, 18, 167-176. http://dergipark.gov.tr/ download/article-file/88017.