Lise Öğrencilerinde Algılanan Akademik Destek, Akademik Akış ve Tükenmişlik Arasındaki İlişkiler

Abstract

Bu çalışmada, algılanan akademik destek ve öğrenci tükenmişliği arasındaki ilişkide akademik akışın aracılık rolü incelenmiştir. Korelasyonel (ilişkisel) desenin kullanıldığı çalışmanın örneklemini 342 lise öğrencisi oluşturmuştur. Çalışmada, kişisel bilgi formu, Akademik Destek Ölçeği (ADÖ), Akademik Bağlamda Akış Ölçeği (ABAÖ) ve Maslach Tükenmişlik Envanteri-Öğrenci Formu (MTE-ÖF) kullanılarak veriler yüz yüze toplanmıştır. Algılanan akademik destek, akademik akış ve tükenmişlik arasındaki ilişkileri incelemek için Yapısal Eşitlik Modeli (YEM) ve Pearson Momentler Çarpımı Korelasyon Analizi kullanılmıştır. Sonuçlar, akademik akışın algılanan akademik destek (anne-baba, öğretmen ve arkadaş) ile pozitif; öğrenci tükenmişliği ile negatif yönde ilişkili olduğunu göstermiştir. Ayrıca algılanan akademik destek ile öğrenci tükenmişliği arasında negatif yönde bir ilişki olduğu tespit edilmiştir. Son olarak algılanan akademik destek ile öğrenci tükenmişliği arasındaki ilişkide, akademik akışın aracılık rolüne sahip olduğu görülmüştür. Araştırmanın dikkat çekici bulgusu ise anne-baba ve öğretmen akademik desteği öğrenci tükenmişliği üzerinde anlamlı bir toplam etkiye sahip iken arkadaş akademik desteğinin öğrenci tükenmişliği üzerinde anlamlı bir etkisinin olmamasıdır. Özellikle öğretmen-öğrenci ilişkisinin önemini ortaya koyan araştırma sonucu, öğretmenlerin destekleyici tutumlarıyla öğrencilerin akademik bağlamda daha sık akış deneyimleyerek tükenmişlik riskinin azaltılabileceğini göstermektedir.

Keywords

• Algılanan akademik destek
• Akademik akış
• Öğrenci tükenmişliği
• Lise öğrencileri

Relationships Among Perceived Academic Support, Academic Flow and Burnout in High School Students

Abstract

This study examined the mediating role of academic flow in the relationship between perceived academic support and student burnout. The sample of the study, in which the correlational design was used, consisted of 342 high school students. In the study, data were collected face to face using a personal information form, Academic Support Scale (ASS), Flow in Academic Context Scale (ACFS) and Maslach Burnout Inventory-Student Form (MBS-SF). Structural Equation Modeling (SEM) and Pearson Product-Moment Correlation Analysis were used to examine the relationships among perceived academic support, academic flow and burnout. The results showed that academic flow was positively related to perceived academic support (parents, teachers and friends) and negatively related to student burnout. Additionally, it was determined that there was a negative relationship between perceived academic support and student burnout. Finally, it was observed that academic flow had a mediating role in the relationship between perceived academic support and student burnout. The remarkable finding of the study was that while parental and teacher academic support had a significant total effect on student burnout, peer academic support had no significant effect on student burnout. The result of the research, which revealed the importance of the teacher-student relationship in particular, showed that with the supportive attitudes of teachers, the risk of burnout could be reduced by students experiencing flow more frequently in the academic context.

Keywords

• Perceived academic support
• Academic flow
• Student burnout
• High school students

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