Ebeveynlerin Başarı Baskısı ve Ergenlerin Sınav Kaygısı: Ergen-Ebeveyn Kariyer Uyumunun ve Kariyer Farkındalığının Rolü

Öz

Bu araştırmada, ebeveyn başarı baskısının ergenlerdeki sınav kaygısına etkisinde ergen-ebeveyn kariyer uyumu ile kariyer farkındalığının zincirleme çoklu aracılık rolü Yapısal Eşitlik Modellemesi (YEM) kullanılarak incelenmiştir. Araştırmanın katılımcılarını, İstanbul'un iki farklı ilçesindeki liselerde eğitim gören 129 kadın (%41,3) ve 183 erkek (%58,7) olmak üzere toplam 312 ergen oluşturmaktadır. Araştırmada veri toplama aracı olarak ‘Kişisel Bilgi Formu’, ‘Ergen-Ebeveyn Kariyer Uyum Ölçeği’, ‘Kariyer Farkındalık Ölçeği’, ‘Ebeveyn Başarı Baskısı Ölçeği’ ve ‘Westside Sınav Kaygısı Ölçeği’ kullanılmıştır. Araştırma bulguları, ebeveyn başarı baskısının ergenlerin sınav kaygısı üzerinde doğrudan ve istatistiksel olarak anlamlı bir etkiye sahip olduğunu ortaya koymaktadır. Ebeveyn başarı baskısı, ergenin ebeveyniyle kurduğu kariyer uyumunu anlamlı düzeyde azaltmakta; bu kariyer uyumu ise ergenin kariyer farkındalığını artırmaktadır. Kariyer farkındalığı, sınav kaygısını anlamlı düzeyde azaltan bir değişkendir. Ancak aracılık analizine göre yalnızca ebeveyn başarı baskısından ergen-ebeveyn kariyer uyumu üzerinden sınav kaygısına giden dolaylı yol anlamlı bulunmuştur. Kariyer farkındalığı üzerinden işleyen tekli ya da ardışık dolaylı yolların anlamlı olmadığı saptanmıştır. Bulgular, ebeveyn başarı baskısının ergenlerin sınav kaygısını artırdığını göstermiştir. Ergen-ebeveyn kariyer uyumu bu ilişkide anlamlı bir aracı rol oynarken, kariyer farkındalığının tek başına ve sıralı aracılık etkileri anlamlı bulunmamıştır. Sonuçlar, sınav kaygısının açıklanmasında kariyer farkındalığından ziyade ebeveynlerle kariyer sürecine ilişkin uyumun daha belirleyici bir faktör olduğunu ortaya koymaktadır. Bu bulgular, kariyer gelişiminde ebeveyn-ergen uyumunun önemini vurgulayan önceki araştırmalarla tutarlılık göstermektedir.

Anahtar Kelimeler

• Ergen
• Ebeveyn başarı baskısı
• Sınav kaygısı
• Kariyer uyumu
• Kariyer farkındalığı

Parental Achievement Pressure and Adolescents’ Exam Anxiety: The Role of Adolescent–Parent Career Congruence and Career Awareness

Öz

This study investigated the mediating role of adolescent-parent career fit and career awareness in the effect of parental achievement pressure on test anxiety in adolescents, using Structural Equation Modeling (SEM). The participants consisted of 312 adolescents (129 women (41.3%) and 183 men (58.7%)) attending high schools in two different districts of Istanbul. Data collection instruments included a ‘Personal Information Form’, the ‘Adolescent-Parent Career Fit Scale’, the ‘Career Awareness Scale’, the ‘Parental Achievement Pressure Scale’, and the ‘Westside Test Anxiety Scale’. The findings revealed that parental achievement pressure has a direct and statistically significant effect on adolescent test anxiety. Parental achievement pressure significantly reduces the career fit between adolescents and their parents, while this fit increases adolescents' career awareness. Career awareness is a variable that significantly reduces test anxiety. However, according to mediation analysis, only the indirect path from parental success pressure to test anxiety via adolescent-parent career fit was found to be significant. Single or sequential indirect paths operating through career awareness were found to be insignificant. The findings indicate that parental success pressure increases test anxiety in adolescents. While adolescent-parent career fit plays a significant mediating role in this relationship, the mediating effects of career awareness alone and sequentially were not significant. The results suggest that parental fit regarding the career process is a more decisive factor in explaining test anxiety than career awareness. These findings are consistent with previous research emphasizing the importance of parent-adolescent fit in career development.

Anahtar Kelimeler

• Adolescent
• Parental achievement pressure
• Test anxiety
• Career adaptation
• Career awareness

Kaynakça

1. Al-Bajalani, H. A. J. (2024). Effect of examination stress on some biochemical indices in Tikrit College students. International Journal of Medicine and Health, 3(1), 79-87. https://doi.org/10.55606/ijmh.v3i1.3074
2. Ang, R. P., & Huan, V. S. (2006). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37(2), 133–143. https://doi.org/10.1007/s10578-006-0023-8
3. Bacanlı, F., Akyol, E.Y., Kaynak, S. ve Özhan, M.B. (2018). Ergen-ebeveyn kariyer uyumu ölçeğinin Türkçeye uyarlanması çalışması. Ege Eğitim Dergisi, 19(2), 389-407. https://doi.org/10.12984/egeefd.396759
4. Begum, A. (2023). Fear of failure and self-esteem as predictors of academic procrastination among college students. EPRA International Journal of Environmental, Economics, Commerce and Educational Management, 10(3), 33-38. https://doi.org/10.36713/epra13698
5. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
6. Blustein, D. L., Phillips, S. D., Jobin-Davis, K., Finkelberg, S. L., & Roarke, A. E. (1997). A theory-building investigation of the school-to-work transition. The Counseling Psychologist, 25(3), 364–402. https://doi.org/10.1177/0011000097253004
7. Bozyiğit, E. ve Gökbaraz, N. (2020). Spor Bilimleri Fakültesi öğrencilerinde kariyer stresinin belirleyicileri. Journal of Computer and Education Research, 8(15), 181-200. https://doi.org/10.18009/jcer.679874
8. Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.

9. Carmines, E. G., & McIver, J. P. (1981). Analyzing models with unobserved variables: Analysis of covariance structures. In G. W. Bohrnstedt & E. F. Borgatta (Eds.), Social measurement: Current issues (pp. 65–115). Sage.
10. Cohen, C., & Patterson, D. G. (2012). Teaching strategies that promote science career awareness. Northwest Association for Biomedical Research, Seattle. Retrieved from https://www.nwabr.org/sites/default/files/pagefiles/science-careers-teaching-strategies-PRINT.pdf
11. Colston, N., Thomas, J., Ley, M. T., Ivey, T., & Utley, J. (2017). Collaborating for early‐age career awareness: A comparison of three instructional formats. Journal of Engineering Education, 106(2), 326-344. https://doi.org/10.1002/jee.20166
12. Creed, P. A., Patton, W., & Prideaux, L. A. (2007). Predicting change over time in career planning and career exploration for high school students. Journal of Adolescence, 30(3), 377–392. https://doi.org/10.1016/j.adolescence.2006.04.003
13. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
14. Desai, A. (2024). Anxiety levels and coping mechanisms of Indian adolescents under exam stress. Studies in Psychological Science. https://doi.org/10.56397/sps.2024.12.02
15. Dietrich, J., & Kracke, B. (2009). Career-specific parental behaviors in adolescents' development. Journal of Vocational Behavior, 75(2), 109–119. https://doi.org/10.1016/j.jvb.2009.03.005
16. Fouad, N. A., Kim, S. Y., Ghosh, A., Chang, W. H., & Figueiredo, C. (2016). Family influence on career decision making: Validation in India and the United States. Journal of Career Assessment, 24(1), 197–212. https://doi.org/10.1177/1069072714565787
17. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate education research (8th ed.). McGraw-Hill.
18. Gao, X. (2023). Academic stress and academic burnout in adolescents: A moderated mediating model. Frontiers in Psychology, 14, 1133706. https://doi.org/10.3389/fpsyg.2023.1133706
19. Gati, I., & Saka, N. (2001). High school students' difficulties in career-related decision-making. Journal of Counseling & Development, 79(3), 331-340. https://doi.org/10.1002/j.1556-6676.2001.tb01978.x
20. Gati, I., & Levin, N. (2014). Counseling for career decision-making difficulties: Measures and methods. The Career Development Quarterly, 62(2), 98–113. https://doi.org/10.1002/j.2161-0045.2014.00074.x
21. George, D., & Mallery, P. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 Update (10th ed.). Pearson.
22. Hamad, Z. A., Salih, M. Q., & Hamad, S. S. (2021). Effect of test anxiety on some physiological and biochemical parameters of high school students during and after the exam. KU Journal of Humanities and Social Sciences, 4(1), 15–20. https://scispace.com/papers/effect-of-test-anxiety-on-some-physiological-and-biochemical- 3fivls65dy?utm_source=chatgpt
23. Haspolat, N. K. ve Yalçın, İ. (2022). Yüksek başarılı öğrencilerde ebeveyn başarı baskısı ölçeği geliştirme çalışması. Millî Eğitim Dergisi, 51(236), 3413-3442. https://doi.org/10.37669/milliegitim.992912
24. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
25. Inkson, K. (2007). Understanding Careers: The metaphors of working lives. Sage.
26. Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerliği. Ege Eğitim Dergisi, 17(1), 62–83.
27. Kapıkıran, Ş. (2020). Ergenlerde ebeveyn akademik başarı baskısı ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 409–430.
28. Karasar, N. (2022). Bilimsel araştırma yöntemleri. Nobel Akademik Yayıncılık.
29. Kaur, S. (2012). Impact of academic stress on mental health: A study of school-going adolescents. Global Journal for Research Analysis, 1(5). https://doi.org/10.15373/22778160/MAY2014/11
30. Kaya, Ş. (2020). Ergenlerde okul tükenmişliği ve akademik başarı: Akademik dayanıklılığın düzenleyici rolü [Yüksek Lisans Tezi]. Pamukkale Üniversitesi.
31. Keller, B. K., & Whiston, S. C. (2008). The role of parental influences on young adolescents’ career development. Journal of Career Assessment, 16(2), 198–217. https://doi.org/10.1177/1069072707313206
32. Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.)—The Guilford Press.
33. Kumar, S., & Jadaun, U. (2018). Effect of parental expectations and academic stress on academic achievement in higher studies with special reference to the district Aligarh. [Conference Paper]. https://scispace.com/papers/effect-of-parental-expectations-and-academic-stress-on-3wccoofjcn? utm_source=chatgpt
34. Kuzgun, Y. (2000). Meslek rehberliği ve danışmanlığı. Nobel Yayıncılık.
35. Kutsal, D. (2009). Lise öğrencilerinin tükenmişliklerinin incelenmesi [Yüksek Lisans Tezi]. Hacettepe Üniversitesi.
36. Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span. Journal of Counseling Psychology, 60(4), 557-568. https://doi.org/10.1037/a0033446
37. Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36–49. https://doi.org/10.1037/0022-0167.47.1.36
38. Leung, S. A., Hou, Z. J., Gati, I., & Li, X. (2011). Effects of parental expectations and cultural values on career decision-making difficulties: A cross-cultural study. Journal of Vocational Behavior, 78(1), 10–18. https://doi.org/10.1016/j.jvb.2010.08.004
39. Levpušček, M. P., & Zupančič, M. (2012). Predicting achievement in mathematics in adolescent students: The role of individual and social factors. The Journal of Early Adolescence, 29(4), 541–570. https://doi.org/10.1177/0272431608324180
40. Li, W. (2024). The influence of the double reduction policy on the exam-oriented education model. Transactions on Social Science, Education and Humanities Research, (4), 414- 420. https://doi.org/10.62051/125wa856
41. Ma, Y., Siu, A., & Tse, W.S. (2018). The role of high parental expectations in adolescents’ academic performance and depression in Hong Kong. Journal of Family Issues, 39(9), 2505–2522. https://doi.org/10.1177/0192513X18755194
42. McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247–255. https://doi.org/10.1037/0033-2909.107.2.247
43. Metheny, J., & McWhirter, E. H. (2013). Social status and family support contribute to college students’ career decision self-efficacy and outcome expectations. Journal of Career Assessment, 21(3), 378–394. https://doi.org/10.1177/1069072712475164
44. Otto, L. B. (2000). Youth perspectives on parental career influence. Journal of Career Development, 27(2), 111–118. https://doi.org/10.1023/A:1007848600942
45. Özdemir, Y. (2012). Examining adolescents' subjective well-being regarding demographic variables, parental control, and parental warmth. Eğitim ve Bilim, 37(165), 20–33.
46. Öztürk, M. ve Şirin, A. (2020, Mayıs). Kariyer farkındalık ölçeğinin geliştirilmesi ve geçerlilik-güvenirlik çalışmasının gerçekleştirilmesi, 6. Uluslararası Sosyal Beşeri ve Eğitim Bilimleri Kongresi, İstanbul.
47. Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In International handbook of emotions in education (pp. 130-151). Routledge.
48. Pienyu, K., Margaret, B., & D'Souza, A. (2024). Academic stress, perceived parental pressure, and anxiety related to competitive entrance examinations and the general well-being among adolescents – A cross-sectional survey from Karnataka, India. Journal of Education and Health Promotion, 13(1), 474-481. https://doi.org/10.4103/jehp.jehp_2094_23
49. Prisacaru, A. (2024). The role of psychological resilience, coping mechanisms, and locus of control in managing students' perceived stress during exams. International Journal for Multidisciplinary Research, 6(6), 1-17. https://doi.org/10.36948/ijfmr.2024.v06i06.29941
50. Ringeisen, T., & Raufelder, D. (2015). Parental support, parental pressure, and test anxiety. Journal of Adolescence, 45, 67–79. https://doi.org/10.1016/j.adolescence.2015.08.018
51. Ryan, R. M., Deci, E. L., & Vansteenkiste, M. (2016). Autonomy and autonomy disturbances in self-development and psychopathology: research on motivation, attachment, and clinical process. D. Cicchetti (Ed.). Developmental psychopathology (pp. 385–438).John Wiley & Sons Inc.
52. Sawitri, D. R., Creed, P. A., & Zimmer-Gembeck, M. J. (2013). The adolescent–parent career congruence scale: Development and initial validation. Journal of Career Assessment, 21(2), 210–226. https://doi.org/10.1177/1069072712466723
53. Schiffrin, H., Liss, M., & Miles-McLean, H. (2014). Helping or hovering? The effects of helicopter parenting on college students’ well-being. Journal of Child and Family Studies, 23(3), 548–557. https://doi.org/10.1007/s10826-013-9716-3
54. Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks, Career choice and development: Applying contemporary theories to practice (2nd ed., pp. 197–261). Jossey-Bass.
55. Suryadi, B., & Santoso, T.I. (2017). Self-Efficacy, Adversity Quotient, and Students’ Achievement in Mathematics. International Education Studies, 10(10), 12-19. https://doi.org/10.5539/ies.v10n10p12
56. Tatlı, S., & Atmaca, T. (2023). Ebeveyn başarı baskısı ve akademik stresin ortaöğretim öğrencilerinin okul tükenmişliği üzerindeki yordayıcı rolü. Bayburt Eğitim Fakültesi Dergisi, 18(40), 1329–1348. https://dergipark.org.tr/tr/download/article-file/3243780
57. Vassend, O., Halvorsen, R., & Norman, N. (1987). Hormonal and psychological effects of examination stress. Scandinavian Journal of Psychology, 28(1), 55–61. https://doi.org/10.1111/j.1467-9450.1987.tb00907.x
58. Whiston, S. C., & Keller, B. K. (2004). The influences of the family of origin on career development: A review and analysis. The Counseling Psychologist, 32(4), 493–568. https://doi.org/10.1177/0011000004265660
59. Yıldırım, İ. (2004). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 241–250.
60. Yıldırım, İ., & Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranışlar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 224–234.TRDizin+5AJindex+5Home+5
61. Zeidner, M. (2010). Test anxiety. Springer.
62. Zhang, W. X., & Fuligni, A. J. (2006). Authority, autonomy, and family relationships among adolescents in urban and rural China. Journal of Research on Adolescence, 16, 527–537. https://doi.org/10.1111/j.1532-7795.2006.00506.x
63. Zhang, K., Ding, K. H., & Yu, Z. (2024). Intergenerational transmission and age differences in education anxiety among children and adolescents. Psychology in the Schools, 62(3), 961-975. https://doi.org/10.1002/pits.23369