Investigation of the Relationship between Science Burnout Levels and Test Anxiety of Secondary School Students According to Some Variables

Year 2019, Volume: 9 Issue: 1, 171 - 183, 15.04.2019

Namudar İzzet Kurbanoğlu Berrin Nur Zor Sefa Yüce

https://doi.org/10.19126/suje.550936

Abstract

In this
study, it has been investigated whether there is a significant relationship
between the science course burnout and test anxiety scores of the secondary
school students in the teaching process. In addition, it was investigated
whether the burnout and test anxiety scores of the students in the science
course differed according to gender. Burnout and test anxiety for science
course scales were used in the study as data collection tools. The universe of
this study is composed of students who study at secondary schools in the
central districts of Sakarya. The sample consists of a total of 641 students,
298 girls (46%) and 343 boys (54%), attending six different state secondary
schools in the central districts. Research hypotheses were analyzed with
“Speraman Correlation” and “Mann-Whitney U” because the data were not
distributed normally. The results showed that there was a positive and
significant relationship between the students' burnout scores and the test
scores. Moreover, while the students' science course burnout scores differed
statistically according to their gender (p<.05), the test scores did not
show a statistically significant difference (p>.05).In this
study, it has been investigated whether there is a significant relationship
between the science course burnout and test anxiety scores of the secondary
school students in the teaching process. In addition, it was investigated
whether the burnout and test anxiety scores of the students in the science
course differed according to gender. Burnout and test anxiety for science
course scales were used in the study as data collection tools. The universe of
this study is composed of students who study at secondary schools in the
central districts of Sakarya. The sample consists of a total of 641 students,
298 girls (46%) and 343 boys (54%), attending six different state secondary
schools in the central districts. Research hypotheses were analyzed with
“Speraman Correlation” and “Mann-Whitney U” because the data were not
distributed normally. The results showed that there was a positive and
significant relationship between the students' burnout scores and the test
scores. Moreover, while the students' science course burnout scores differed
statistically according to their gender (p<.05), the test scores did not
show a statistically significant difference (p>.05).

Keywords

Science education, test anxiety, burnout, secondary school students

Ortaokul Öğrencilerinin Fen Bilimleri Dersi Tükenmişlik Düzeyleri ve Sınav Kaygıları Arasındaki İlişkinin Bazı Değişkenlere Göre İncelenmesi

Abstract

Bu çalışmada; ortaokul öğrencilerinin öğretim sürecinde, fen bilimleri
dersi tükenmişlik ve sınav kaygı puanları arasında anlamlı ilişkinin olup
olmadığı, ayrıca öğrencilerin fen bilimleri dersi tükenmişlik ve sınav kaygı
puanlarının cinsiyete göre fark oluşturup oluşturmadığı araştırılmıştır.
Çalışmada veri toplama araçları olarak Fen bilimleri Dersi Tükenmişlik ve Sınav
Kaygı ölçekleri kullanılmıştır. Bu çalışmanın evrenini Sakarya ili merkez
ilçelerinde bulunan ve ortaokullarda okuyan öğrenciler oluşturmaktadır.
Örneklemini ise merkez ilçelerde bulunan ve rastgele seçilen altı farklı devlet
ortaokulunda okuyan 298 (%46) kız, 343 (%54) erkek olmak üzere toplam 641
öğrenci oluşturmaktadır. Araştırma hipotezleri, verilerin normal dağılım
göstermemesinden dolayı “Speraman Korelasyon” ve “Mann-Whitney U” ile analiz
edilmiştir. Sonuçlar; öğrencilerin fen bilimleri dersi tükenmişlik puanları ile
sınav kaygı puanları arasında pozitif ve anlamlı bir ilişkinin olduğunu
göstermiştir. Ayrıca öğrencilerin fen bilimleri dersi tükenmişlik puanları,
cinsiyete göre istatistiksel olarak farklılık göstermekte iken (p<.05),
sınav kaygı puanları, cinsiyete göre istatistiksel olarak farklılık (p>.05)
göstermemiştir.

Keywords

Fen eğitimi, sınav kaygısı, tükenmişlik, ortaokul öğrencileri

References

• Kaynaklar
• Acar, H. ve Çakır, M. A. (2015).Lise Öğrencilerinin Tükenmişlik Düzeylerinin İncelenmesi: Yeşilova İlçesi Örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 34, 152 -168.
• Akın, A., Akın, Ü., Sariçam, H., Erguvan, F. M., & Çardak, Ü. (2013, 26-28 April). The validity and reliability of the Turkish version of the Revised Test Anxiety Scale. International Conference on Innovation and Challenges in Education, Kütahya, Turkey.
• Akman, B., İzgi, Ü., Bağçe, H., ve Akıllı, H. İ. (2007). İlköğretim Öğrencilerinin Fen’e Karşı Tutumlarının Sınav Kaygı Düzeylerine Etkisi. Eğitim ve Bilim, 32(146), 3-11.
• Allen, G. J. (1970). Effect of three conditions of administration on trait and state measures of anxiety. Journal of Consulting and Clinical Psychology, 34, 335-359.
• Aluçdibi, F. ve Ekici, G. (2012a). Ortaöğretim öğrencilerinin biyoloji dersi motivasyon düzeylerinin farklı değişkenlere göre incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi,12(1), 197-227.
• Anand, C. L. and Padma, I. S. (1978). Correlates of achievement: a trend report, in M. B. Buch (Ed.), Third survey of research of education, New Delhi: NCERT.
• Arı, G. S. ve Bal, E. Ç. (2008). Tükenmişlik Kavramı: Birey ve Örgütler Açısından Önemi. Yönetim ve Ekonomi 15(1), 131-148.
• Aypay, A. ve Eryilmaz, A. (2011). Lise Öğrencilerinin Öznel İyi Oluşları ve Okul Tükenmişliği Arasındaki İlişkiler. International Online Journal of Educational Sciences, 3(1), 181-199.
• Aysan, F., Tanrıöğen, G. ve Tanrıöğen, A. (1996). Perceived causes of academic failure among the students at faculty of education at Buca. Teacher Traning fort the Twenty First Centruy, 73-85.
• Balkıs, M. (2013). The relationship between academic procrastination andstudents’ burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 68-78.
• Balogun, J. A., Helgemoe, S., Pellegrini, E., & Hoeberlein, T. (1996). A cademic performance is not a viable determinant of physical therapy students’ burnout. Perceptual and Motor Skills, 83, 21-22.
• Bandura, A. (1997). Self-efficacy: toward a unifying theory of behavioral change. Psychol Review, 84, 191-215.
• Başpınar Can, P., Dereboy, Ç. ve Eskin, M. (2012). Yüksek Riskli Sınav Kaygısının Azaltılmasında Sistematik Duyarsızlaştırma ile Bilişsel Yeniden Yapılandırmanın Etkililiğinin Karşılaştırılması. Türk Psikiyatri Dergisi, 23(1), 9-17.
• Başpınar, P. ve Dereboy, Ç. (2007). Kaygnın bilişsel ve fizyolojik bileşenlerine yönelik tedavilerin etkinliği. Adnan Menderes Üniversitesi Sağlık Bilimleri Enstitüsü, Yüksek Lisans Tezi.
• Benson, J., & El-Zahhar, N. (1994). Further refinement and validation of the revised test anxiety scale. Structural Equation Modeling, 1, 203-221.
• Boudreau, D., Santen, S.A., Hemphill, R.R. & Dobson, J. (2004) Burnout in medical students: examining the prevalence and predisposing factors during the four years of medical school. Annals of Emergency Medicine, 44(4), 75–76.
• Cassady, J. C. (2004). The influence of Cognitive Test Anxiety Across the Learning–Testing Cycle. Learning and Instruction, 14, 569-592.
• Cordes, C.L. ve Dougherty, T.W.(1993). A review and integration of resource on job burnout. Academy of Management Review, 18(4), 621–656.
• Çapri, B., Gündüz, B. ve Gökçakan, Z. (2011). Maslach Tükenmişlik Envanteri-Öğrenci Formu’nun (MTE-ÖF) Türkçe’ ye Uyarlaması: Geçerlik ve Güvenirlik Çalışması. Ç.Ü. Eğitim Fakültesi Dergisi: 40, 134-147.
• Dave, P. N. and Anand, C. L. (1979). Correlates of achievement: a trend report, in M. B. Buch (Ed.). Second survey of research in education, SERD, Baroda.
• Dede, Y. ve Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: Geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 2(1), 19-37.
• Deffenbacher, J. L. (1978). Worry, Emotionality and Task- Generated nterference in Test Anxiety: An Empirical Test of Attentional Theory. Journal of Educational Psychology, 70(2), 248-254.
• Deffenbacher, J. L. (1986). Cognitive and Physiological Components of Test Anxiety in Real- Life Exams. Cognitive Therapy and Research, 10(6), 635-644.
• Dibattista, D. ve Gosse, L. (2006). Test anxiety and the immediate feedback assessment technique. Journal of Experimental Education, 74(4), 311- 325.
• Dodeen, H. (2009). Test-Related Characteristics of UAEU Students: Test-Anxiety, Test-Taking Skills, Guessing, Attitudes toward Tests, and Cheating. Journal of Faculty of Education, 26, 31-66.
• Durán, A., Extremera, N., Rey, L., Fernández-Berrocal, P., & Montalbán, F. M. (2006). Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, 158-164.
• Dündar, S., Yapıcı, Ş. ve Topçu, B. (2008). Üniversite öğrencilerinin bazı kişilik özelliklerine göre sınav kaygısının incelenmesi. Gazi Eğitim Fakültesi Dergisi, 28(1), 171-186.
• Erözkan, A. (2004).Üniversite öğrencilerinin sınav kaygısı ve başaçıkma davranışları. Muğla Üniversitesi SBE Dergisi, 12, 13-38.
• Fiore, A. M. (2012). Gender Differences in Test Anxiety. (Un Published Masters thesis). Master of Arts in Educational Psychology, West Virginia University, USA.
• Firth, H. Micntee, J. Mckown, P. Britton, P.G. (1985). Maslach burnout inventory: factor structure and norms for British nursing staff. Psychological Report, 57, 147–150.
• France, R. ve Robson, M. (1997). Cognitive Behavioural Therapy in Primary Care, London: Jessica Kingsley Publishers.Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159-165.
• Golembiewski, R.T., Sun, B.C., Lin, C. ve Boudreau, R.A.(1995).Burnout and Covarists among Taiwanese Police: A Cross-Cultural Replication of the Phase Model. In S.B. Prasad (Ed.), Advances in International Comparative Management, 10, 145-162.Greenwich, CT:JAl Press.
• Hembree, R. (1988). Correlates, Causes, Effecs and Treatment of Test Anxiety. Review of Educational Research, 58(1), 47-77.
• Hill, K. T., & Sarason, S. B. (1966). The relation of test anxiety and defensiveness to test and school performance over the elementary-school years. Monographs of the Society for Research in Child Development, 31(2), 1-76.
• Hoge, D., Smit, E. ve Crist, J. (1997). Four family process factors predicting academic achievement in sixth and seventh grade. Educational Research Quarterly, 21(2), 27-42.
• Jackson, S.E. ve Schwab, R.L., Schuler, R.S. (1986). Toward an understanding of the burnout phenomenon. Journal of Applied Psychology, 71(4), 630–640.
• Kapıkıran, Ş. (2002). Üniversite Öğrencilerinin Sınav Kaygısının Bazı Psiko-Sosyal Değişkenlerle İlişkisi Üzerine Bir İnceleme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 11, 34-43.
• Karasar, N. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayınları.
• Kavakçı, Ö. Güler, A. S. ve Çetinkaya, S. (2011).Sınav Kaygısı ve İlişkili Psikiyatrik Belirtiler. Klinik Psikiyatri, 14, 7-16.
• Koeske, G. F., & Koeske, R. D. (1991). Student “burnout” as a mediator of the stressoutcome relationship. Research in Higher Education, 32, 415-431.
• Lahoz, M.R. Mason, H.L. (1989). Maslach burnout inventory: factor structure and norms for USA pharmacists. Psychological Report, 64, 1059–1063.
• Levitt, E .E. (1967). The Psychology of Anxiety. Bobbs –Merrill, Indianapolis, IN.
• Lufi, D. ve Darliuk, L. (2005). The interactive effect of test anxiety and learning disablities among adolescents. International Journal of Educational Research, 43, 236-249.
• Maslach, C. (1978). The client role in staff burnout. Journal of Social Issuer, 34, 11–24.
• Maslach, C. ve Leiter, M. P. (1997). The Truth about Burnout. Jossey-Bass Publishers, San Francisco, CA.
• Maslach, C. ve Pines, A. (1977). The burn-out syndrome in the daycare setting. Child Care Quarterly, 6(2), 100–113.
• Maslach, C., & Jackson S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2(2), 99-113.
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
• McCarthy, M.E., Pretty, G.M., Catano, V., 1990. Psychological sense of community and student burnout. Journal of College Student Development, 31, 211–216.
• Mehrothra, S. (1986). A Study of the Relationship between Intelligence, Socio-economic Status, Anxiety, Personality Adjustment and Academic Achievement of High School Students, Ph.D. Edu., Kan. U. Meichenbaum, D. ve Butler, L. (1980). Toward a Conceptual Model for the Treatment of Test Anxiety: Implications for Research and Treatment. Test Anxiety: Theory, Research, and Applications. Sarason IG (Ed), Erlbaum, Hillsdale.
• Meier, S.F. Schmeck, R.R. (1985). The burned-out college student:a descriptive profile. Journal of College Student Personal January, 63–69.
• Muola J.M, Kithuka M.R. Ndirangu W.G and Nassiuma D.K. (2009). Relationship between test anxiety and academic performance insecondary schools in Nyeri district, Kenya. Global Journal of Educational Research, 8(12), 1-7.
• Peleg-Popko, O. (2004). Differentiation and Test Anxiety in Adolescents. Journal of Adolescence, 27, 645- 662.
• Pines, A. M., Aronson, E., & Kafry, D. (1981). Burnout: From Tedium to Personal Growth. New York: The Free Press.
• Rachman, S. (1998). Anxiety. East Sussex: Psychology Press. Ramist, L. (1981). College student attrition and retention. Findings (ETS) 6, 1–4.
• Reber, A. S. (1985). The Penguin Dictionary of Psychology. Penguin Books, 1.Edition. Newyork.
• Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25, 48–57.
• Sapir, S. ve Aronson, A. E. (1990). The relationship between psychopathology and speech and language disorder in neurological patients. Journal of Speech Hearing Disorders, 55, 503-509.
• Sarason, I. G. (1975). Test anxiety and cognitive modeling. Journal of Personality and Social Psychology, 43, 148-153.
• Sarason, I. G. (1980). Introduction to the study of test anxiety. Test anxiety: Theory, research, and applications. IG Sarason (Ed), Hillsdale, NJ: Lawrence Erlbaum, s.3-14.
• Sarason, I. G. ve Stoops, R. (1978). Test anxiety and the passage of time. Journal of Consult Clinical Psychol, 46,102-109.
• Schaufeli, W., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204-220.
• Schaufeli, W., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: a cross-national study. Journal of Cross-cultural Psychology, 33(5), 464-461.
• Schwab, R.L. Iwanicki, E.F. (1982). Who are our burned out teachers? Educational Research Quarterly, 7(2), 5–16.
• Seidman, S.A., & Zager, J. (1991). A study of coping behaviours and teacher burnout. Work and Stress, 5, 205–216.
• Shermıs, M. D. ve Lombard, D. (1998). Effects of Computer- Based Test Administrations on Test Anxiety and Performance. Computers in Human Behavior, 14(1), 111-123.
• Spielberger, CD. (1972a). Anxiety as an emotional state. Anxiety, current trends in theory and research, CD Spielberger (Ed). New York: Academic Press, 24-48.
• Spielberger, CD. (1972b). Conceptual and methodological issues in anxiety research. Anxiety, current trends in theory and research, CD Spielberger (Ed). Oxford, UK: Academic Press, 190-200.
• Sridevi, K. V. (2013). A Study of Relationship among General Anxiety, Test Anxiety and Academic Achievement of Higher Secondary Students. Journal of Education and Practice, 4(1). 122-130.
• Suinn, R. M. (1968). The desensitization of test Anxiety by Group and individual treatment. Behaviour Research and Therapy, 6(3), 385-387.
• Tansel, B. (2015).Üniversite Öğrencilerinin Tükenmişlik Düzeylerinin İncelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(2), 241-268.
• Wachelka, D. ve Katz, R. (1999). Reducing Test Anxiety An mproving Academic Self- Esteemn High School And College Students With Learning Disabilities. Journal of Behavior Therapy and Experimental Psychiatry, 30, 191-198.
• Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24, 283–301.
• Yeni Palabıyık, P. (2014).A study of Turkish high school students’ burnout and proficiency levels in relation to their sex. Novitas-ROYAL (Research on Youth and Language), 8(2), 169-177.