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PARENTS' EMOTIONAL SUPPORT, SUBJECTIVE WELL-BEING, MASTERY GOAL ORIENTATION, AND SENSE OF BELONGING IN SCHOOL AS THE DETERMINANTS OF RESILIENCE AND ACHIEVEMENT IN HIGH SCHOOLS

Year 2021, Volume: 25 Issue: 1, 235 - 252, 05.04.2021

Süleyman Avcı Mustafa Çakır

Abstract

The main goal of this study is to determine whether parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school are significant predictors of high school students’ levels of resilience and academic achievement. The data from 6358 high school students evaluated within the scope of the 2018 International Student Evaluation Program (PISA) exam were used. In order to test predictions of a causal model explaining the impact of students’ perceptions of parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school on their academic resilience and achievement the relationships between the variables were examined through path analysis within the scope of structural equation
modeling. According to the model obtained, parents' emotional support is the external variable; academic success and resilience are the internal variable, belonging in the school, private well-being and target orientation tool variables. Parents' emotional support, belonging in the school, subjective well-being and mastery goal orientation together are significant predictors of academic resilience. The four variables together predict 21 percent of the variance in academic achievement. Parents' emotional support, mastery goal orientation and resilience are significant predictors of academic achievement. The three variables together predict 4 percent of the variance in academic achievement. Target orientation is a negative predictor. School belonging and subjective well-being are not direct predictors of academic success. However, both have indirect effects through resilience.

Keywords

Parents subjective well-being mastery goal orientation sense of belonging in school academic achievement

References

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LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU

Year 2021, Volume: 25 Issue: 1, 235 - 252, 05.04.2021

Süleyman Avcı Mustafa Çakır

Abstract

Ebeveynlerin duygusal desteği, öznel iyi oluş, hedef yönelimi ve okula aidiyet duygusu değişkenlerinin lise öğrencilerinin dayanıklılık ve akademik başarı düzeylerini tahmin etmek için kullanılıp kullanılamayacağı incelenmiştir. Çalışmanın verileri 2018 yılında uygulanan Uluslararası Öğrenci Değerlendirme Programı (PISA) sınavı kapsamında değerlendirilen 6358 lise öğrencisinden elde edilmiştir. Değişkenler arasındaki ilişkiler yapısal eşitlik modellemesi kapsamında yol analizi ile incelenmiştir. Elde edilen modele göre aile desteği dışsal değişken, akademik başarı ile dayanıklılık içsel değişken okula aidiyet, özel iyi oluş ve hedef yönelimi aracı değişkenlerdir. Aile desteği, okula aidiyet, öznel iyi oluş ve hedef yönelimi birlikte akademik dayanaklılığın anlamlı yordayıcılarıdır. Dört değişken birlikte akademik dayanıklılıktaki varyansın yüzde 21’ini yordamaktadır. Akademik başarı için aile desteği, hedef yönelimi ve dayanaklılık anlamlı yordayıcılardır. Üç değişken birlikte akademik başarıdaki varyansın yüzde 4’ünü yordamaktadır. Hedef yönelimi negatif yordayıcıdır. Okula aidiyet ve öznel iyi oluş akademik başarı için doğrudan anlamlı birer yordayıcı değildir. Ancak, dayanıklılık üzerinden her ikisinin dolaylı etkileri vardır.

Keywords

Ebeveynlerin duygusal desteği öznel iyi oluş ustalık hedef yönelimi Okula ait olma duygusu akademik başarı

References

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  • Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-Family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
  • Alkire, S. (2002). Dimensions of human development. World Development, 30 (2), 181-205.
  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educ Psychol Rev 30(2018), 1–34.
  • Altınsoy, F., & Özyer, K. K. (2018). Liseli ergenlerde okula aidiyet duygusu: Umutsuzluk ve yalnızlık ile ilişkileri. Elementary Education Online, 17(3), 1751-1764
  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of educational psychology, 94(4), 795.
  • Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students' sense of school belonging. The Journal of Experimental Education, 72(1), 5-22.
  • Anderman, L. H., & Leake, V. S. (2007). The interface of school and family in meeting the belonging needs of young adolescents. In S. B. Mertens, V. A.
  • Anfara, & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 163-182). Charlotte, NC: Information Age Publishing.
  • Arellano, A.R. & Padilla, A.M. (1996). Academic invulnerability among a select group of Latino University students. Center for Language Education and Research. Los Angeles. CA.
  • Austin, E. J., Saklofske, D. H., & Egan, V. (2005). Personality, well-being, and health correlates of trait emotional intelligence. Personality and Individual Differences, 38(3), 547–558.
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497.
  • Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48-65.
  • Burkhalter, R., Thompson-Haile, A., Rynard, V., & Manske, S. (2017). 2016/2017 Canadian student, tobacco, alcohol and drugs survey microdata user guide. Propel Centre for Population Health Impact, University of Waterloo, 1-51.
  • Busseri, M.A., Sadava, S.W., & DeCourville, N. (2007). A hybrid model for research on subjective wellbeing: Examining common- and component specific sources of variance in life satisfaction, positive affect, and negative affect. Social Indicators Research, 83(3), 413–445.
  • Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74(2018) 83-94.
  • Byrne, B. M. (2013). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Psychology Press.
  • Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: Predictors of high school students' academic resilience. Journal of educational psychology, 93(4), 758-771.
  • Carr, A. (2004). Positive psychology: The Science of Happiness and Human Strengths. Routledge, East Sussex.
  • Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students’ sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
  • Chu PS, Saucier DA, Hafner E (2010) Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology 29(6), 624-45.
  • Ciani, K.D., Sheldon, K.M., Hilpert, J.C., & Easter, M.A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81(12), 223–243.
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals:A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584–608.
  • Darling, N., & Steinberg, L. (1993). Parenting styles as context: An integrative model. Psychological Bulletin, 133(3), 487-96.
  • Deci, E., & Ryan, R. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34–43.
  • Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628.
  • Erikson, E. H. (1959). Identity and the life cycle: Selected papers. Psychological Issues, 1, 1-171.
  • Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.
  • Foshee, C. M. (2013). Conditions that promote the academic performance of college students in a remedial mathematics course: Academic competence, academic resilience, and the learning environment. USA: Arizona State University.
  • Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220.
  • Gizir, C. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 113-128.
  • Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Book.
  • Gonzalez, R., & Padilla, A. M. (1997). The academic resilience of Mexican Americanhigh school students. Hispanic Journal of Behavioral Sciences, 19(3), 301-317.
  • Gök, E., & Kocayörük, E. (2019). Temel psikolojik ihtiyaçlar, aile aidiyeti ve ebeveyn algısı değişkenlerinin öznel iyi oluş üzerindeki etkisi. Aile Psikolojik Danışmanlığı Dergisi, 2(2), 21-51.
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There are 87 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Süleyman Avcı

Mustafa Çakır

Publication Date April 5, 2021
Submission Date March 4, 2020
Published in Issue Year 2021 Volume: 25 Issue: 1

Cite

APA Avcı, S., & Çakır, M. (2021). LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. Türkiye Sosyal Araştırmalar Dergisi, 25(1), 235-252.
AMA Avcı S, Çakır M. LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. Türkiye Sosyal Araştırmalar Dergisi. April 2021;25(1):235-252.
Chicago Avcı, Süleyman, and Mustafa Çakır. “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”. Türkiye Sosyal Araştırmalar Dergisi 25, no. 1 (April 2021): 235-52.
EndNote Avcı S, Çakır M (April 1, 2021) LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. Türkiye Sosyal Araştırmalar Dergisi 25 1 235–252.
IEEE S. Avcı and M. Çakır, “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”, Türkiye Sosyal Araştırmalar Dergisi, vol. 25, no. 1, pp. 235–252, 2021.
ISNAD Avcı, Süleyman - Çakır, Mustafa. “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”. Türkiye Sosyal Araştırmalar Dergisi 25/1 (April 2021), 235-252.
JAMA Avcı S, Çakır M. LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. Türkiye Sosyal Araştırmalar Dergisi. 2021;25:235–252.
MLA Avcı, Süleyman and Mustafa Çakır. “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”. Türkiye Sosyal Araştırmalar Dergisi, vol. 25, no. 1, 2021, pp. 235-52.
Vancouver Avcı S, Çakır M. LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. Türkiye Sosyal Araştırmalar Dergisi. 2021;25(1):235-52.