Üniversite Öğrencilerinde Okul Tükenmişliği: Psikolojik Sağlamlık, Umut ve Pozitifliğin Rolü

Abstract

Bu araştırmanın amacı, pozitiflik, umut ve psikolojik sağlamlığın üniversite öğrencilerinin okul tükenmişliğini anlamlı biçimde yordayıp yordamadığını incelemektir. Araştırmanın çalışma grubu, farklı bölümlerde öğrenimine devam eden 272’si kadın ve 86’sı erkek olmak üzere toplam 358 üniversite öğrencisinden oluşmaktadır. Araştırma kapsamında veri toplamak için katılımcılara, araştırmacılar tarafından oluşturulan Kişisel Bilgi Formu (KBF), Maslach Tükenmişlik Envanteri Öğrenci Formu (MTE-ÖF), Kısa Psikolojik Sağlamlık Ölçeği (KPSÖ), Sürekli Umut Ölçeği (SUÖ) ve Pozitiflik Ölçeği (PÖ) uygulanmıştır. Elde edilen veriler SPSS 22 programı aracılığıyla analiz edilmiştir. Analiz sonuçlarına göre, okul tükenmişliği ile pozitiflik, umut ve psikolojik sağlamlık arasında negatif ve anlamlı ilişkiler bulunmuştur. Korelasyon analizinden sonra psikolojik sağlamlık, umut ve pozitifliğin okul tükenmişliğini ne düzeyde yordadığını test etmek maksadıyla çoklu doğrusal regresyon analizi yapılmıştır. Analiz sonuçlarına göre; psikolojik sağlamlık, umut ve pozitifliğin, üniversite öğrencilerinin okul tükenmişliğinin, tükenme (R2 = .22, p < .01), duyarsızlaşma (R2 = .16, p < .01) ve yetkinlik (R2 = .34, p < .01) alt boyutlarının anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır. Elde edilen bulgular, alanyazınla birlikte ele alındığında okul tükenmişliğinin önlenmesinde bireyin pozitif özelliklerinin geliştirilmesinin etkili olduğu söylenebilir.

Keywords

• Okul Tükenmişliği
• Pozitiflik
• Umut
• Psikolojik Sağlamlık

School Burnout in University Students: The Role of Psychological Resilience, Hope, and Positivity

Abstract

The aim of this study is to examine whether positivity, hope, and psychological resilience significantly predict university students' school burnout. The study group of the research consists of 358 university students, 272 women and 86 men, who continue their education at different departments. Personal Information Form (PIF), Maslach Burnout Inventory Student Form (MBI-SF), Brief Psychological Resilience Scale (BPRS), Continuous Hope Scale (CHS), and Positivity Scale (PSI) were applied to the participants to collect data within the scope of the study. The data obtained from the participants were coded into the computer and analyzed using the SPSS 22 program. According to the correlation analysis results, negative and significant relationships were found between school burnout and positivity, hope, and resilience. After the correlation analysis, a stepwise multiple regression analysis was conducted to test the extent to which psychological resilience, hope, and positivity predicted school burnout. According to the analysis results, it was concluded that psychological resilience, hope, and positivity are significant predictors of the school burnout of university students, exhaustion (R2 = .22, p <.01), cynicism (R2 = .16, p <.01), and efficacy (R2 = .34, p <.01) subdimensions. When the findings obtained are considered together with the literature, it can be said that the development of positive characteristics of the individual is effective in preventing school burnout.

Keywords

• School Burnout
• Positivity
• Hope
• Resilience

References

1. Aguayo, R., Cañadas, G. R., Assbaa-Kaddouri, L., Ramírez-Baena, L. & Ortega-Campos, E. (2019). A risk profile of sociodemographic factors in the onset of academic burnout syndrome in a sample of university students. International Journal of Environmental Research and Public Health, 16(5), 707-716. doi: 10.3390/ijerph16050707
2. Akeman, E., Kirlic, N., Clausen, A. N., Cosgrove, K. T., McDermott, T. J., Cromer, L. D., ... & Aupperle, R. L. (2020). A pragmatic clinical trial examining the impact of a resilience program on college student mental health. Depression and Anxiety, 37(3), 202-213. doi: 10.1002/da.22969
3. Asikainen, H., Salmela-Aro, K., Parpala, A. & Katajavuori, N. (2020). Learning profiles and their relation to study-related burnout and academic achievement among university students. Learning and Individual Differences, 78, 101781. doi: 10.1016/j.lindif.2019.101781
4. Atik, G. & Kemer, G. (2009). Çocuklarda Umut Ölçeği’nin psikometrik özellikleri: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 8(2), 379-390.
5. Aypay, A. (2017). A positive model for reducing and preventing school burnout in high school students. Educational Sciences: Theory & Practice, 17(4), 1345-1359.
6. Bask, M. & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528.
7. Boyacı, M. (2019). Üniversite öğrencilerinin iyi oluş düzeylerinin PERMA modeline göre yordanması: sosyal destek ve pozitifliğin rolü. Medeniyet Eğitim Araştırmaları Dergisi, 3(2), 109-116.
8. Boyacı, M., & Özhan, M. B. (2018). The role of hope and family relations of school burnout among secondary school students: a structural equation modeling. Education & Sciences, 43(195). doi: 10.15390/EB.2018.7536

9. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
10. Caprara, G. V., Alessandri, G., Eisenberg, N., Kupfer, A., Steca, P., Caprara, M. G. & Abela, J. (2012). The Positivity Scale. Psychological Assessment, 24, 701-712.
11. Caprara, G. V., Castellani, V., Alessandri, G., Mazzuca, F., La Torre, M., Barbaranelli, C., ... & Ziparo, V. (2016). Being positive despite illness: The contribution of positivity to the quality of life of cancer patients. Psychology & Health, 31(5), 524-534.
12. Caprara, G. V., Eisenberg, N. & Alessandri, G. (2017). Positivity: The dispositional basis of happiness. Journal of Happiness Studies, 18(2), 353-371.
13. Cheavens, J. S., Feldman, D. B., Woodward, J. T. & Snyder, C. R. (2006). Hope in cognitive psychotherapies: On working with client strengths. Journal of Cognitive Psychotherapy, 20(2), 135-145.
14. Cheng, J., Zhao, Y. Y., Wang, J. & Sun, Y. H. (2020). Academic burnout and depression of Chinese medical students in the pre-clinical years: The buffering hypothesis of resilience and social support. Psychology, Health & Medicine, 25(9), 1094-1105.
15. Courtney, D., Watson, P., Battaglia, M., Mulsant, B. H. & Szatmari, P. (2020). COVID-19 impacts on child and youth anxiety and depression: challenges and opportunities. The Canadian Journal of Psychiatry, 65(10), 688-691.
16. Çapri, B., Gündüz, B. & Gökçakan, Z. (2011). Maslach tükenmişlik envanteri öğrenci formunun Türkçe’ye uyarlaması: geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 134-147.
17. Çelikkaleli, Ö. (2020). Beliren yetişkinlerde stres ile tükenmişlik arasındaki doğrudan ve dolaylı ilişkilerde psikolojik sağlamlığın aracılık rolü. Eğitim Bilimleri Araştırmaları Dergisi, 10(1), 1-21.
18. Çıkrıkçı, Ö., Çiftçi, M. & Gençdoğan, B. (2015). Pozitiflik Ölçeği Türkçe Formu’nun psikometrik özellikleri. The Journal of Happiness & Well-Being, 3(1), 57-76.
19. Dandar, V., Grigsby, R. K. & Bunton, S. (2019). Burnout among US medical school faculty. Analysis in Brief, 19(1), 1-3.
20. Diener, E., Napa-Scollon, C. K., Oishi, S., Dzokoto, V. & Suh, E. M. (2000). Positivity and the construction of life satisfaction judgments: Global happiness is not the sum of its parts. Journal of Happiness Studies, 1(2), 159-176.
21. Doğan, T. (2015). Kısa Psikolojik Sağlamlık Ölçeği’nin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. The Journal of Happiness & Well-Being, 3(1), 93-102.
22. Duncan, A. R. & Hellman, C. M. (2020). The potential protective effect of hope on students’ experience of perceived stress and burnout during medical school. Permanente Journal, 24(5), 79-116.
23. Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R. & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058-3066. doi: 10.3390/ijerph17093058
24. George, D. & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Boston: Allyn & Bacon.
25. Güngör, A. (2019). Investigating the relationship between social support and school burnout in Turkish middle school students: The mediating role of hope. School Psychology International, 40(6), 581-597.
26. Hefferon, K. & Boniwell, I. (2014). Pozitif psikoloji kuram, araştırma ve uygulamalar (Çev. Ed., T. Doğan). Ankara: Nobel.
27. Huizi, S. U. N. & Xianwei, L. I. U. (2018). Meta-analysis of factors affecting Chinese university students' learning burnout. Journal of Beijing University of Aeronautics and Astronautics Social Sciences Edition, 31(3), 109-114. doi: 10.13766/j.bhsk.1008-2204.2016.0172
28. Kim, H. S. (2019). The influence of academic emotional burnout on academic adjustment among college students: The mediating effect of a grateful disposition. Journal of Asia Pacific Counseling, 9(2), 57-72. doi: 10.18401/2019.9.2.4
29. Kotera, Y., Green, P. & Sheffield, D. (2021). Positive psychology for mental wellbeing of UK therapeutic students: relationships with engagement, motivation, resilience and self-compassion. International Journal of Mental Health and Addiction. doi: 10.1007/s11469-020-00466
30. Kutsal, D. & Bilge, F. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri. Eğitim ve Bilim, 37(164), 283-297.
31. Liran, B. H. & Miller, P. (2019). The role of psychological capital in academic adjustment among university students. Journal of Happiness Studies, 20(1), 51-65. doi: 10.1007/s10902
32. Madigan, D. J. & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387-405. doi: 10.1007/s10648-020-09533-1
33. Martos Martínez, Á., Molero Jurado, M. D. M., Pérez-Fuentes, M. D. C., Barragán Martín, A. B., Simón Márquez, M. D. M., Tortosa Martínez, B. M., ... & Gázquez Linares, J. J. (2021). Self-efficacy, positive future outlook and school burnout in Spanish adolescents. Sustainability, 13(8), 4575. doi: 10.3390/su13084575
34. Maslach, C. (1982). Understanding burnout: Definitional issues in analyzing a complex phenomenon. W. S. Paine (Ed.), Job stress and burnout içinde (s. 29–40). Beverly Hills, CA: Sage.
35. Masten, A. S., Lucke, C. M., Nelson, K. M. & Stallworthy, I. C. (2021). Resilience in development and psychopathology: Multisystem perspectives. Annual Review of Clinical Psychology, 17, 521-549. doi: 10.1146/annurev-clinpsy-081219-120307
36. Mirucka, B., Bielecka, U. & Kisielewska, M. (2016). Positive orientation, self-esteem, and satisfaction with life in the context of subjective age in older adults. Personality and Individual Differences, 99, 206-210.
37. Mohammadi, S. D., Moslemi, Z. & Ghomi, M. (2019). The relationship between hope components with academic burnout, motivation, and status of students in Qom University of Medical Sciences, Qom, Iran. Journal of Medical Education Development, 12(35), 36-27.
38. Munoz, R. T., Hanks, H. & Hellman, C. M. (2020). Hope and resilience as distinct contributors to psychological flourishing among childhood trauma survivors. Traumatology, 26(2), 177-184. doi: 10.1037/trm0000224
39. Özhan, M. B. & Boyacı, M. (2018). Grit as a predictor of depression, anxiety and stress among university students: a structural equation modeling. Anatolian Journal of Psychiatry, 19(4), 370-376. doi: 10.5455/apd.285042
40. Rand, K. L. (2017). Hope, self-efficacy, and optimism: Conceptual and empirical differences. The Oxford Handbook of Hope.
41. Rehman, A. U., Bhuttah, T. M. & You, X. (2020). Linking burnout to psychological well-being: The mediating role of social support and learning motivation. Psychology Research and Behavior Management, 13, 545-554. doi: 10.2147/PRBM.S250961
42. Salmelo-Aro, K. & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21-28. doi: 10.1016/j.burn.2017.11.001
43. Sarıçam, H. & Akın, A. (2013). Bütünleyici Umut Ölçeği’nin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(15), 291-308.
44. Schaufeli, W. B., Martinez, 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), 464-481.
45. Seibert, G. S., May, R. W., Fitzgerald, M. C. & Fincham, F. D. (2016). Understanding school burnout: Does self-control matter? Learning and Individual Differences, 49, 120-127. doi: 10.1016/j.lindif.2016.05.024
46. Sert-Ağır, M. (2018). Ergenlerde psikolojik sağlamlık, okul tükenmişliği ve internet bağımlılığı üzerine bir inceleme. Gençlik Araştırmaları Dergisi, 6(16), 5-28.
47. Shankland, R., Kotsou, I., Vallet, F., Bouteyre, E., Dantzer, C. & Leys, C. (2019). Burnout in university students: The mediating role of sense of coherence on the relationship between daily hassles and burnout. Higher Education, 78(1), 91-113.
48. Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P. & Jennifer-Bernard, J. (2008). The Brief Resilience Scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194–200.
49. Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., … & Harney, P. (1991). The will and ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570- 585.
50. Snyder, C. R., Lopez, S. J., Edwards, L. M. & Marques, S. C. (2016). Oxford handbook of positive psychology (3. b.). Oxford: Oxford University. doi: 10.1093/oxfordhb/ 9780199396511.001.0001
51. Stankovska, G., Dimitrovski, D., Angelkoska, S., Ibraimi, Z. & Uka, V. (2018). Emotional intelligence, test anxiety and academic stress among university students. Bulgarian Comparative Education Society Conference’da (Education in Modern Society) sunulmuş bildiri. https://files.eric.ed.gov/ fulltext/ED586176.pdf sayfasından erişilmiştir.
52. Tabachnick, B. G. & Fidell, L. S. (2012). Using multivariate statistics. London: Pearson.
53. Tarhan, S. & Bacanlı, H. (2015). Sürekli Umut Ölçeği’nin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. The Journal of Happiness & Well-Being, 3(1), 1-14.
54. Vizoso, C., Arias-Gundín, O. & Rodríguez, C. (2019). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(6), 768-783.
55. Yıldız-Akyol, E. & Boyacı, M. (2020). Cognitive flexibility and positivity as predictors of career future in university students. Türk Psikolojik Danışma ve Rehberlik Dergisi, 10(57), 297-320.
56. Zábrodská, K., Mudrák, J., Šolcová, I., Květon, P., Blatný, M. & Machovcová, K. (2018). Burnout among university faculty: The central role of work–family conflict. Educational Psychology, 38(6), 800–819. doi: 10.1080/01443410.2017.1340590