Akademisyenlerde Düşük Performans ve Tükenmişlik Nedenleri? Benlik Farklılaşması, Deneyimsel Kaçınma ve Iş Tatmininin Rolü

Year 2025, Volume: 15 Issue: 2, 291 - 302, 07.08.2025

Mustafa Alperen Kurşuncu , Sevgi Yıldız , Şule Baştemur

https://doi.org/10.53478/yuksekogretim.1501776

Abstract

Bu çalışma, benlik farklılaşması, deneyimsel kaçınma ve iş tatmininin iş performansı ve tükenmişlik üzerindeki etkilerini incelemeyi amaçlamaktadır. Toplam 278 akademisyen, Demografik Bilgi Formu, İş Performansı ve İş Tatmini Ölçekleri, Tükenmişlik Ölçeği-Kısa Versiyonu, Kabul ve Eylem Anketi-II ve Benlik Farklılaşması Envanteri-Kısa Formunu doldurdu. Aracılık analizinde, benlik farklılaşmasının iş tatmini varyansının %15’ini, deneyimsel kaçınma varyansının ise %66’sını açıkladığı bulundu. Benlik farklılaşması, deneyimsel kaçınma ve iş tatmini birlikte, iş performansındaki varyansın %28’ini ve tükenmişlik varyansının %67’sini açıklamaktadır. Analiz sonuçlarına göre, modele deneyimsel kaçınma veya iş tatmini dahil edilmediğinde, benlik farklılaşmasının iş performansı veya tükenmişlik üzerinde anlamlı doğrudan bir etkisi bulunmamaktadır. Ancak, benlik farklılaşmasından deneyimsel kaçınma aracılığıyla iş performansına giden yol anlamlı çıkmamıştır. En güçlü ilişki, benlik farklılaşmasından deneyimsel kaçınma aracılığıyla tükenmişliğe giden yol üzerinde görülmüştür. Daha yüksek benlik farklılaşmasına sahip akademisyenler, daha düşük seviyelerde deneyimsel kaçınma ve tükenmişlik bildirmişlerdir. Bu bulgular, benlik farklılaşmasının iş yaşamındaki zorluklarla başa çıkmada önemli bir unsur olabileceğini göstermektedir.

Keywords

enlik Farklılaşması, Deneyimsel Kaçınma, İş Tatmini, İş Performansı, Tükenmişlik

Why Do Academics Experience Burnout and Poor Job Performance? The Role of Differentiation of Self, Experiential Avoidance, and Job Satisfaction

Abstract

This study explored how experiential avoidance and job satisfaction act as mediators between self-differentiation, job performance, and burnout. A sample of 278 academics completed several measures: the Demographic Information Form, Job Performance and Job Satisfaction Scales, Burnout Measure (Short Version), Acceptance and Action Questionnaire (II), and Differentiation of Self Inventory (Short Form). Mediation analysis showed that self-differentiation explained 15% of the variance in job satisfaction and 66% in experiential avoidance. Together, self-differentiation, experiential avoidance, and job satisfaction accounted for 28% of the variance in job performance and 67% in burnout. Notably, self-differentiation alone did not have significant direct effects on job performance or burnout unless experiential avoidance or job satisfaction was included in the model. Specifically, while the indirect path from self-differentiation to experiential avoidance to job performance was not significant, the pathway from self-differentiation to experiential avoidance to burnout showed the strongest relationships. Overall, academics with higher levels of self-differentiation reported lower experiential avoidance and burnout levels. These findings suggest that experiential avoidance and job satisfaction are important factors in understanding the impact of self-differentiation on job performance and burnout among academics.

Keywords

Differentiation of Self, Experiential Avoidance, Job Satisfaction, Job Performance, Burnout

References

• Akca, M., & Küçükoğlu, M. T. (2020). Relationships between mental workload, burnout, and job performance: A research among academicians. In Realyvásquez Vargas, A., Arredondo-Soto, K. C., Hernández-Escobedo, G., & González Reséndiz, J. (Eds.), Evaluating mental workload for improved workplace performance (pp. 49-68). IGI Global. http://doi:10.4018/978-1-7998-1052-0.ch003
• Akün, Ç., Işık, E., & Savickas, M. (2023). Examining Differentiation of Self Within Career Construction Model of Adaptation. Journal of Career Development, 50(1), 135-149. https://doi.org/10.1177/08948453211070027
• Arbuckle, J. L. (2016). IBM SPSS Amos 24 user’s guide. [Computer software and manual]. IBM.
• Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 9(1), 78–102. https://doi.org//10.1207/S15328007SEM0901_5
• Başol, O. ve Çömlekçi, M. F. (2020). İş Tatmini Ölçeğinin Uyarlanması: Geçerlik ve Güvenirlik Çalışması, Kırklareli Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 1(2), 16-29
• Beebe, R. S. (2007). Predicting burnout, conflict management style, and turnover among clergy. Journal of Career Assessment, 15(2), 257-275. https://doi.org/10.1177/1069072706298157
• Beebe, R., & Frisch, N. (2009). Development of the Differentiation of Self and Role Inventory for Nurses (DSRI-RN): A tool to measure internal dimensions of workplace stress. Nursing Outlook, 57(5), 240-245. https://doi.org/10.1016/j.outlook.2009.04.001
• Biglan, A., Layton, G. L., Jones, L. B., Hankins, M., & Rusby, J. C. (2013). The value of workshops on psychological flexibility for early childhood special education staff. Topics in Early Childhood Special Education, 32(4), 196-210. doi: 10.1177/0271121411425191
• Blackledge, J. T., & Hayes, S. C. (2001). Emotion regulation in acceptance and commitment therapy. Clinical Psychology Science and Practice, 57(2), 243–255. https://doi.org/10.1002/1097-4679(200102)57:2<243::AID-JCLP9>3.0.CO;2-X
• Bollen, & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage
• Bond, F. W., & Bunce, D. (2003). The role of acceptance and job control in mental health, job satisfaction, and work performance. Journal of Applied Psychology, 88(6), 1057–1067. https://doi.org/10.1037/0021-9010.88.6.1057
• Bond, F. W., Hayes, S. C., Baer, R. A., Carpenter, K. M., Guenole, N., Orcutt, H. K., ... & Zettle, R. D. (2011). Preliminary psychometric properties of the Acceptance and Action Questionnaire–II: A revised measure of psychological inflexibility and experiential avoidance. Behavior Therapy, 42(4), 676-688. https://doi.org/10.1016/j.beth.2011.03.007
• Bowen, M. (1978). Family therapy in clinical practice. Jason Aronson
• Bowling, N., Hendricks, E., &Wagner, S. (2008). Positive and negative affectivity and facet satisfaction: A meta-analysis. Journal of Business & Psychology, 23(3/4), 115-125. https://doi.org/10.1007/s10869-008-9082-0
• Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417. https://doi.org/10.1002/pits.20478
• Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69, 101151.
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Sage
• Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. Lawrence Erlbaum.
• Campbell, C. H., Ford, P., Rumsey, M. G., Pulakos, E. D., Borman, W. C., Felker, D. B., ... & Riegelhaupt, B. J. (1990). Development of multiple job performance measures in a representative sample of jobs. Personnel Psychology, 43(2), 277-300. https://doi.org/10.1111/j.1744-6570.1990.tb01559.x
• Castellano, E., Muñoz Navarro, R., Toledo, M. S., Spontón, C., & Medrano, L. A. (2019). Cognitive processes of emotional regulation, burnout and work engagement. Psicothema, 31(1), 73-80. https://doi.org/10.7334/psicothema2018.228
• Cavaiola, A. A., Peters, C., Hamdan, N., & Lavender, N. J. (2012). Differentiation of self and its relation to work stress and work satisfaction. Journal of Psychological Issues in Organizational Culture, 3(1), 7-20. https://doi.org/10.1002/jpoc.20092
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.https://doi.org/10.1207/S15328007SEM0902_5.
• Çöl, G. (2008). Algılanan güçlendirmenin işgören performansı üzerine etkileri. Doğuş Üniversitesi Dergisi, 9(1), 35-46.
• Davar, S. C., & RanjuBala. (2012). Relationship between job satisfaction & job performance: A meta-analysis. Indian Journal of Industrial Relations, 48(2), 290-305. https://www.jstor.org/stable/23509839
• Drake, J. R., Murdock, N. L., Marszalek, J. M., & Barber, C. E. (2015). Differentiation of self-inventory—short form: development and preliminary validation. Contemporary Family Therapy, 37(2), 101-112. https://doi.org/10.1007/s10591-015-9329-7
• Duch-Ceballos, C., Oliver Pece, J., & Skowron, E. (2021). Differentiation of self and its relationship with emotional self-regulation and anxiety in a Spanish sample. The American Journal of Family Therapy, 49(5), 517-533. https://doi.org/10.1080/01926187.2020.1841039
• Frederick, T. V., Dunbar, S. E., Purrington, S., Fisher, S. Y., & Ardito, R. (2018). Exploring the relative contributions of differentiation of self and mindfulness for predicting burnout. In L. Brewer (Ed.), Meditation: Practice, techniques, and health benefits (pp. 185–204). Nova Science Press.
• Frederick, T. V., Thai, Y., Dunbar, S. E., Ardito, R., Eichler, K., Kidd, K., ... & Almero, M. (2023). The Effects of Role Differentiation Among Clergy: Impact on Pastoral Burnout and Job Satisfaction. Pastoral Psychology, 72, 121-142. https://doi.org/10.1007/s11089-022-01052-w
• Garnefski, N., & Kraaij, V. (2007). The cognitive emotion regulation questionnaire: Psychometric features and prospective relationships with depression and anxiety in adults. European Journal of Psychological Assessment, 23(3), 141-149. https://doi.org/10.1027/10155759.23.3.141
• Gillespie, N. A., Walsh, M. H. W. A., Winefield, A. H., Dua, J., & Stough, C. (2001). Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work & Stress, 15(1), 53-72. https://doi.org/10.1080/02678370110062449
• Hayes, S. C., Strosahl, K., Wilson, K. G., Bissett, R. T., Pistorello, J., Toarmino, D., … & McCurry, S. M. (2004). Measuring experiential avoidance: A preliminary test of a working model. The Psychological Record, 54(4), 553-578. https://doi.org/10.1007/BF03395492
• Hayes, S. C., Strosahl, K., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. Guilford.
• Hayes, S. C., Wilson, K. G., Gifford, E. V., Follette, V. M., & Strosahl, K. (1996). Experiential avoidance and behavioral disorders: A functional dimensional approach to diagnosis and treatment. Journal of Consulting and Clinical Psychology, 64(6), 1152-1168. https://doi.org/10.1037/0022-006X.64.6.1152
• Hinds, E., Jones, L. B., Gau, J. M., Forrester, K. K., & Biglan, A. (2015). Teacher distress and the role of experiential avoidance. Psychology in the Schools, 52(3), 284-297. https://doi.org/10.1002/pits.21821
• Hooper, N., Villatte, M., Neofotistou, E., & McHugh, L. (2010). The effects of mindfulness versus thought suppression on implicit and explicit measures of experiential avoidance. International Journal of Behavioral Consultation and Therapy, 6(3), 233–244. https://doi.org/10.1037/h0100910
• Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357. https://doi.org/10.1080/02619768.2011.633993
• Hulin, C. L., & Judge, T. A. (2003). Job attitudes. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology: Industrial and organizational psychology (pp. 255–276). Wiley.
• Hülsheger, U. R., Alberts, H. J. E. M., Feinholdt, A., & Lang, J. W. B. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310–325. https://doi.org/10.1037/a0031313
• IBM Corp. Released. (2013). IBM SPSS statistics for Windows, Version 22.0. IBM Corp.
• Iglesias, M. E. L., de Bengoa Vallejo, R. B., & Fuentes, P. S. (2010). The relationship between experiential avoidance and burnout syndrome in critical care nurses: A cross-sectional questionnaire survey. International Journal of Nursing Studies, 47(1), 30-37. https://doi.org/10.1016/j.ijnurstu.2009.06.014
• JASP, T. (2020). JASP (Version 0.14) [Computer software]. Retrieve from https://jaspstats.org/
• Judge, T. A., & Klinger, R. (2008). Job satisfaction: Subjective well-being at work. In M. Eid & R. J. Larsen (Eds), The science of subjective well-being (pp. 393-413). Guilford.
• Judge, T. A., Locke, E. A., Durham, C. C & Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: The role of core evaluations. Journal of Applied Psychology, 83(1), pp. 17-34.
• Kashdan, T. B., Barrios, V., Forsyth, J. P., & Steger, M. F. (2006). Experiential avoidance as a generalized psychological vulnerability: Comparisons with coping and emotion regulation strategies. Behaviour Research and Therapy, 44(9), 1301-1320. https://doi.org/10.1016/j.brat.2005.10.003
• Kashdan, T. B., Ferssizidis, P., Collins, R. L., & Muraven, M. (2010). Emotion differentiation as resilience against excessive alcohol use. Psychological Science, 21(9), 1341–1347. https://doi.org/10.1177/0956797610379863
• Katebi, A., HajiZadeh, M. H., Bordbar, A., & Salehi, A. M. (2022). The relationship between job satisfaction and job performance: A meta-analysis. Global Journal of Flexible Systems Management, 23(1), 21-42. https://doi.org/10.1007/s40171-021-00280-y
• Kerr, K. (1982). An overview of Bowen theory and organizations. In Sagar, R. & Wiseman, K. (Eds), Understanding organizations: applications of bowen family systems theory. Georgetown Family Center, Washington, DC, pp. 1-30.
• Kerr, M. E., & Bowen, M. (1988). Family evaluation: An approach based on Bowen theory. W. W. Norton & Co.
• Kline, R.B. (2011). Principles and practice of structural equation modeling (3rdEdition). The Guilford Press.
• Koydemir, S., Varol, M., Fehn, T., Bilgiç, I. D., Gauglitz, I., & Schütz, A. (2022). A multilevel analysis of the relationship between leaders’ experiential avoidance and followers’ well-being. Current Psychology, 1-12.
• Lee, M. J., & Choi, Y. S. (2012). The effect of social workers’ self-differentiation on burnout. Korean Journal of Family Welfare, 17(4), 173-197.
• Leiter, M. P., & Maslach, C. (2009). Nurse turnover: The mediating role of burnout. Journal of Nursing Management, 17(3), 331-339. https://doi.org/10.1111/j.1365-2834.2009.01004.x
• Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling:A Multidisciplinary Journal, 9(2), 151–173. https://doi.org//10.1207/S15328007SEM0902_1
• Locke, E. A. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4(4), 309-336. https://doi.org/10.1016/0030-5073(69)90013-0
• Maslach, C. 1982. Burnout: The cost of caring. Prentice-Hall.
• Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://doi.org/10.1002/wps.20311
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
• McCluskey, D. L., Haliwa, I., Wilson, J. M., Keeley, J. W., & Shook, N. J. (2020). Experiential avoidance mediates the relation between mindfulness and anxiety. Current Psychology, 3947–3957. https://doi.org/10.1007/s12144-020-00929-4
• Meyer, J.P., Paunonen, S.V., Gellatly, I.R., Goffin, R.D. & Jackson, D.N. (1989). Organizational commitment and job performance: it’s the nature of the commitment that counts. Journal of Applied Psychology, 74(1), 152-156. https://doi.org/10.1037/0021-9010.74.1.152
• Meyer, J.P., Stanley, D.J., Herscovitch, L. & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: a meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52. https://doi.org/10.1006/jvbe.2001.1842
• Milfont, T. L. & Fischer, R. (2010). Testing measurement invariance across groups:Applications in cross- cultural research. International Journal of Psychological Research, 3(1), 111-121. https://doi.org/10.21500/20112084.857
• Moin, M. F., Wei, F., & Weng, Q. (2020). Abusive supervision, emotion regulation, and performance. International Journal of Selection and Assessment, 28(4), 498-509. https://doi.org/10.1111/ijsa.12301
• Nasser-Abu Alhija, F., & Wisenbaker, J. (2006). A Monte Carlo study investigating the impact of item parceling strategies on parameter estimates and their standard errors in CFA. Structural Equation Modeling: A Multidisciplinary Journal, 13(2), 204–228. https://doi.org/10.1207/s15328007sem1302_3
• Nevitt, J., & Hancock, G. R. (1998). Relative performance of rescaling and resampling approaches to model chi-square and parameter standard error estimation in structural equation modeling. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA
• Organ, D. W., & Near, J. P. (1985). Cognition vs affect in measures of job satisfaction. International Journal of Psychology, 20(2), 241-253.
• Pines, A. M. (2005). The burnout measure short version (BMS). International Journal of Stress Management, 12(1), 78-88.4.
• Sarıkaya, Y., Boyacı, M., Ilhan, T., & Aldemi, A. (2018). Adaptation of the differentiation of self-inventory short form (DSI-SF) to Turkish: Validity and reliability study. Bartın University Journal of Faculty of Education, 7, 365–380.
• Scanlan, J. N., & Still, M. (2013). Job satisfaction, burnout and turnover intention in occupational therapists working in mental health. Australian Occupational Therapy Journal, 60(5), 310-318. https://doi.org/10.1111/1440-1630.12067
• Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Lawrence Erlbaum Associates.
• Sigler, T.H., Pearson, C. M. (2000). Creating an empowering culture: examining the relationship between organizational culture and perceptions of empowerment. Journal of Quality Management, 5, 27-52.
• Skowron, E. A., & Friedlander, M. L. (1998). The differentiation of self inventory: Development and initial validation. Journal of Counseling Psychology, 45(3), 235–246. https://doi.org/10.1037/0022-0167.45.3.235
• Sloan, D., Buckham, R., & Lee, Y. (2017). Exploring differentiation of self and organizational commitment. Journal of Managerial Psychology, 32(2), 193-206. https://doi.org/10.1108/JMP-07-2016-0209
• Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the job satisfaction survey. American Journal of Community Psychology, 13(6), 693.
• Swider, B. W., & Zimmerman, R. D. (2010). Born to burnout: A meta-analytic path model of personality, job burnout, and work outcomes. Journal of Vocational behavior, 76(3), 487-506. https://doi.org/10.1016/j.jvb.2010.01.003
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. (6th ed.). Pearson/Allyn & Bacon.
• Thompson R. A. (2019). Emotion dysregulation: A theme in search of definition. Development and Psychopathology 31, 805–815. https://doi.org/10.1017/S0954579419000282
• Titelman, P. (2008). The concept of the triangle in Bowen theory: An overview. In P. Titelman (Ed.), Triangles: Bowen Family Systems Theory Perspectives (pp. 3-63). The Haworth Press.
• Turner, K., & Garvis, S. (2023). Teacher educator wellbeing, stress and burnout: A scoping review. Education Sciences, 13(4), 351. https://doi.org/10.3390/educsci13040351
• Tümkaya, S., Sabahattin, Ç. A. M., & Çavuşoğlu, I. (2009). Tükenmişlik ölçeği kısa versiyonu’nun Türkçe’ye uyarlama, geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 387-398.
• Viswesvaran, C., & Ones, D. S. (2000). Perspectives on models of job performance. International Journal of Selection and Assessment, 8(4), 216-226. https://doi.org/10.1111/1468-2389.00151
• Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2), 173-194. https://doi.org/10.1016/S1053-4822(02)00045-1
• Yavuz, F., Ulusoy, S., Iskin, M., Esen, F. B., Burhan, H. S., Karadere, M. E., & Yavuz, N. (2016). Turkish version of Acceptance and Action Questionnaire-II (AAQ-II): A reliability and validity analysis in clinical and non-clinical samples. Bulletin of Clinical Psychopharmacology, 26(4), 397-408. https://doi.org/10.5455/bcp.20160223124107
• Yousefi, M., & Abdullah, A. G. K. (2019). The impact of organizational stressors on job performance among academic staff. International Journal of Instruction, 12(3), 561-576. https://doi.org/10.29333/iji.2019.12334a
• Zhang, C. Q., Li, X., Si, G., Chung, P. K., Huang, Z., & Gucciardi, D. F. (2023). Examining the roles of experiential avoidance and cognitive fusion on the effects from mindfulness to athlete burnout: A longitudinal study. Psychology of Sport and Exercise, 64, 102341. https://doi.org/10.1016/j.psychsport.2022.102341