Araştırma Makalesi
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Investigation of University Students’ Engagement and Its Relationship to Burnout, Personality Traits and Academic Achievement

Yıl 2022, Cilt: 15 Sayı: 2, 216 - 238, 22.04.2022
https://doi.org/10.30831/akukeg.953112

Öz

In the field of education, researchers have been studying individuals’ psychological constructs such as burn-out, engagement and personality traits to better understand their commitment. To this end, we examined the relationship among school engagement and burnout, personality traits and academic achievement in a sample of university students (N = 301). The data were collected through Maslach Burnout Inventory-Student Survey, Utrecht Work Engagement Scale-Students Form and The Quick Big Five Personality Test. In order to test the hypotheses of the study descriptive statistics, zero-order correlations, regression analyses were performed. Results indicated that the relationships among the dimensions of burnout and school engagement were the strongest. On the other hand, only conscientiousness had a positive medium level of correlation with school engagement among the assessed personality traits. We also found out that school engagement could be predicted by efficacy, exhaustion, cynicism, conscientiousness and emotional stability scores. The findings offered valuable insights to enhance our understanding of the relationships between school engagement and personality traits and burnout.

Kaynakça

  • Akbaşlı, S., Arastaman, G., Gün, F., & Turabik, T. (2019). School engagement as a predictor of burnout in university students. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 293-309.
  • Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationships between personality variables and burnout: A meta-analysis. Work and Stress, 23(3), 244-263. Anderson, L. W., & Bourke, S. F. (2013). Assessing Affective Characteristics in the Schools. Lawrence Erlbaum Associates, Inc., Publishers.
  • APA. (n.d.). APA Dictionary of Psychology. https://dictionary.apa.org/burnout
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445.
  • Archambault, I., Janosz, M., Fallu, J.-S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651-670.
  • Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2002). Validation of the Maslach burnout inventory-general survey: An internet study. Anxiety, Stress and Coping, 15(3), 245-260.
  • Bakker, A. B., Van Der Zee, K. I., Lewig, K. A., & Dollard, M. F. (2006). The relationship between the big five personality factors and burnout: A study among volunteer counselors. The Journal of Social Psychology, 146(1), 31-50.
  • Bakker, A. B., Vergel, A. I. S., & Kuntze, J. (2015). Student engagement and performance: A weekly diary study on the role of openness. Motivation Emotion, 39(1), 49-62.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale University Journal of Education, 29(151-165).
  • Bilge, F., Tuzgol Dost, M., & Cetin, B. (2014). Factors affecting burnout and school engagement among high school students: Study habits, self-efficacy beliefs, and academic success. Educational Sciences: Theory Practice, 14(5), 1721-1727.
  • Burke, L. A., & Witt, L. (2004). Personality and high-maintenance employee behavior. Journal of Business and Psychology, 18(3), 349-363.
  • Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. J. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38(4), 929-940.
  • Capri, B., Gunduz, B., & Gokcakan, Z. (2011). Maslach Burnout Inventory-student forms Turkish: reliability and validity study. Journal of Cukurova University Faculty of Education, 40(1), 134-147. Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13(1), 1-7.
  • Cazan, A.-M. (2015). Learning motivation, engagement and burnout among university students. Procedia-Social Behavioral Sciences, 187, 413-417.
  • Chen, D., Yang, C., Bear, G., & Zhen, S. (2013). School engagement as mediator between school climate and achievement. Annual Convention of The National Association of School Psychologists, Seattle, WA, USA.
  • Chowdhury, M. (2006). Students' personality traits and academic performance: A five-factor model perspective. College Quarterly, 9(3), 1-9.
  • Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well-being: happy and unhappy people. Journal of Personality and Social Psychology, 38(4), 668-678.
  • Costa, P. T., & McCrae, R. R. (1992). Multiple uses for longitudinal personality data. European Journal of Personality, 6(2), 85-102.
  • Côté, S., & Moskowitz, D. S. (1998). On the dynamic covariation between interpersonal behavior and affect: prediction from neuroticism, extraversion, and agreeableness. Journal of Personality and Social Psychology, 75(4), 1032-1046.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. ForthWorth,TX.
  • Crossan, B., Field, J., Gallacher, J., & Merrill, B. (2003). Understanding participation in learning for non-traditional adult learners: Learning careers and the construction of learning identities. British Journal of Sociology of Education, 24(1), 55-67.
  • De Raad, B. (2000). The Big Five Personality Factors: The psycholexical approach to personality. Hogrefe & Huber Publishers.
  • Douglas, H. E., Bore, M., & Munro, D. (2016). Coping with university education: The relationships of time management behaviour and work engagement with the five factor model aspects. Learning and Individual Differences, 45, 268-274.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1-12.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill.
  • Freudenberger, H. J. (1975). The staff burnout syndrome in alternative institutions. Psychotherapy: Theory, Research Practice, 12(1), 73-82.
  • Fuller, M., Wilson, M., & Tobin, R. (2011). The national survey of student engagement as a predictor of undergraduate GPA: A cross‐sectional and longitudinal examination. Assessment Evaluation in Higher Education, 36(6), 735-748.
  • Gündüz, B., Çapri, B., & Gökçakan, Z. (2012). Üniversite öğrencilerinin tükenmişlik düzeylerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 38-55.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513.
  • Hochwälder, J. J. S. B. (2006). An empirical exploration of the effect of personality on general and job-related mental ill health. Social Behavior and Personality: An International Journal, 34(9), 1051-1070.
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  • Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291-303.
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  • Langelaan, S., Bakker, A. B., Schaufeli, W. B., van Rhenen, W., & van Doornen, L. J. (2006). Do burned-out and work-engaged employees differ in the functioning of the hypothalamic-pituitary-adrenal axis? Scandinavian Journal of Work, Environment and Health Psychology Report, 32(5), 339-348.
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Üniversite Öğrencilerinin Okul Bağlılığı ile Tükenmişlik, Kişilik Özellikleri ve Akademik Başarıları Arasındaki İlişkinin İncelenmesi

Yıl 2022, Cilt: 15 Sayı: 2, 216 - 238, 22.04.2022
https://doi.org/10.30831/akukeg.953112

Öz

Eğitim alanında, öğretme ve öğrenme sürecini daha iyi anlamak için araştırmacılar bireylerin tükenmişlik, bağlılık ve kişilik türleri gibi psikolojik özelliklerini incelenmektedir. Bu çalışmada, üniversite öğrencilerinin (N = 301) okul bağlılığı ile tükenmişlik, kişilik özellikleri ve akademik başarı arasındaki ilişki incelenmiştir. Araştırma verileri Maslach Tükenmişlik Envanteri-Öğrenci Formu, Utrecht İşe Bağlılık Ölçeği-Öğrenci Formu ve Hızlı Büyük Beşli Kişilik Testi ile toplanmıştır. Araştırmanın hipotezlerini test etmek için betimsel istatistikler, basit korelasyon ve regresyon analizleri yapılmıştır. Araştırma bulguları, en güçlü ilişkinin tükenmişlik ve okul bağlılığı boyutları arasında olduğunu göstermiştir. Öte yandan, değerlendirilen kişilik özellikleri arasında sadece sorumluluk ile okula bağlılık arasında pozitif orta düzeyde bir ilişki bulunmuştur. Ayrıca okul bağlılığının yeterlik, tükenmişlik, duyarsızlaşma, sorumluluk ve duygusal denge puanları ile yordanabileceği bulunmuştur. Araştırma okul bağlılığı ile kişilik özellikleri ve tükenmişlik arasındaki ilişkilere dair öğretme ve öğrenme sürecine katkı sağlayacak bulgular tartışılmıştır.

Kaynakça

  • Akbaşlı, S., Arastaman, G., Gün, F., & Turabik, T. (2019). School engagement as a predictor of burnout in university students. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 293-309.
  • Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationships between personality variables and burnout: A meta-analysis. Work and Stress, 23(3), 244-263. Anderson, L. W., & Bourke, S. F. (2013). Assessing Affective Characteristics in the Schools. Lawrence Erlbaum Associates, Inc., Publishers.
  • APA. (n.d.). APA Dictionary of Psychology. https://dictionary.apa.org/burnout
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445.
  • Archambault, I., Janosz, M., Fallu, J.-S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651-670.
  • Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2002). Validation of the Maslach burnout inventory-general survey: An internet study. Anxiety, Stress and Coping, 15(3), 245-260.
  • Bakker, A. B., Van Der Zee, K. I., Lewig, K. A., & Dollard, M. F. (2006). The relationship between the big five personality factors and burnout: A study among volunteer counselors. The Journal of Social Psychology, 146(1), 31-50.
  • Bakker, A. B., Vergel, A. I. S., & Kuntze, J. (2015). Student engagement and performance: A weekly diary study on the role of openness. Motivation Emotion, 39(1), 49-62.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale University Journal of Education, 29(151-165).
  • Bilge, F., Tuzgol Dost, M., & Cetin, B. (2014). Factors affecting burnout and school engagement among high school students: Study habits, self-efficacy beliefs, and academic success. Educational Sciences: Theory Practice, 14(5), 1721-1727.
  • Burke, L. A., & Witt, L. (2004). Personality and high-maintenance employee behavior. Journal of Business and Psychology, 18(3), 349-363.
  • Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. J. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38(4), 929-940.
  • Capri, B., Gunduz, B., & Gokcakan, Z. (2011). Maslach Burnout Inventory-student forms Turkish: reliability and validity study. Journal of Cukurova University Faculty of Education, 40(1), 134-147. Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13(1), 1-7.
  • Cazan, A.-M. (2015). Learning motivation, engagement and burnout among university students. Procedia-Social Behavioral Sciences, 187, 413-417.
  • Chen, D., Yang, C., Bear, G., & Zhen, S. (2013). School engagement as mediator between school climate and achievement. Annual Convention of The National Association of School Psychologists, Seattle, WA, USA.
  • Chowdhury, M. (2006). Students' personality traits and academic performance: A five-factor model perspective. College Quarterly, 9(3), 1-9.
  • Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well-being: happy and unhappy people. Journal of Personality and Social Psychology, 38(4), 668-678.
  • Costa, P. T., & McCrae, R. R. (1992). Multiple uses for longitudinal personality data. European Journal of Personality, 6(2), 85-102.
  • Côté, S., & Moskowitz, D. S. (1998). On the dynamic covariation between interpersonal behavior and affect: prediction from neuroticism, extraversion, and agreeableness. Journal of Personality and Social Psychology, 75(4), 1032-1046.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. ForthWorth,TX.
  • Crossan, B., Field, J., Gallacher, J., & Merrill, B. (2003). Understanding participation in learning for non-traditional adult learners: Learning careers and the construction of learning identities. British Journal of Sociology of Education, 24(1), 55-67.
  • De Raad, B. (2000). The Big Five Personality Factors: The psycholexical approach to personality. Hogrefe & Huber Publishers.
  • Douglas, H. E., Bore, M., & Munro, D. (2016). Coping with university education: The relationships of time management behaviour and work engagement with the five factor model aspects. Learning and Individual Differences, 45, 268-274.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1-12.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill.
  • Freudenberger, H. J. (1975). The staff burnout syndrome in alternative institutions. Psychotherapy: Theory, Research Practice, 12(1), 73-82.
  • Fuller, M., Wilson, M., & Tobin, R. (2011). The national survey of student engagement as a predictor of undergraduate GPA: A cross‐sectional and longitudinal examination. Assessment Evaluation in Higher Education, 36(6), 735-748.
  • Gündüz, B., Çapri, B., & Gökçakan, Z. (2012). Üniversite öğrencilerinin tükenmişlik düzeylerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 38-55.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513.
  • Hochwälder, J. J. S. B. (2006). An empirical exploration of the effect of personality on general and job-related mental ill health. Social Behavior and Personality: An International Journal, 34(9), 1051-1070.
  • Inceoglu, I., & Warr, P. (2011). Personality and job engagement. Journal of Personnel Psychology, 10(4), 177-181. https://doi.org/10.1027/1866-5888/a000045
  • Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291-303.
  • Jensen, J. M., & Patel, P. C. (2011). Predicting counterproductive work behavior from the interaction of personality traits. Personality and Individual Differences, 51(4), 466-471.
  • Jöreskog, K. G., & Sörbom, D. (2004). LISREL 8.72 [Computer software]. In Scientific Software International.
  • Kim, H. J., Shin, K. H., & Swanger, N. (2009). Burnout and engagement: A comparative analysis using the Big Five personality dimensions. International Journal of Hospitality Management, 28(1), 96-104.
  • King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38.
  • Langelaan, S., Bakker, A. B., Schaufeli, W. B., van Rhenen, W., & van Doornen, L. J. (2006). Do burned-out and work-engaged employees differ in the functioning of the hypothalamic-pituitary-adrenal axis? Scandinavian Journal of Work, Environment and Health Psychology Report, 32(5), 339-348.
  • Law, D. W. (2007). Exhaustion in university students and the effect of coursework involvement. Journal of American College Health, 55(4), 239-245.
  • Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517-528.
  • Leiter, M. P., Maslach, C., & Frame, K. (2015). Burnout. In R. L. Cautin & S. O. Lilienfeld (Eds.), The Encyclopedia of Clinical Psychology. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118625392.wbecp142
  • Leon, M. R., Halbesleben, J. R., & Paustian-Underdahl, S. C. (2015). A dialectical perspective on burnout and engagement. Burnout Research, 2(2-3), 87-96.
  • Li, Y., Zhang, W., Liu, J., Arbeit, M. R., Schwartz, S. J., Bowers, E. P., & Lerner, R. M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34(6), 1181-1192.
  • Llorens-Gumbau, S., & Salanova-Soria, M. (2014). Loss and gain cycles? A longitudinal study about burnout, engagement and self-efficacy. Burnout Research, 1(1), 3-11.
  • Maricuțoiu, L. P., Sulea, C., & Iancu, A. (2017). Work engagement or burnout: Which comes first? A meta-analysis of longitudinal evidence. Burnout Research, 5, 35-43.
  • Maslach, C., & Leiter, M. P. (2008). The truth about burnout: How organizations cause personal stress and what to do about it. John Wiley & Sons.
  • Matthews, G., Deary, I. J., & Whiteman, M. C. (2003). Personality traits. Cambridge University Press.
  • McCrae, R. R., & John, O. (1992). An introduction to the five‐factor model and its applications. Journal of Personality, 60(2), 175-215.
  • Morgan, B., & De Bruin, K. (2010). The relationship between the big five personality traits and burnout in South African university students. South African Journal of Psychology, 40(2), 182-191.
  • Morsunbul, U. (2014). The validity and reliability study of the Turkish version of quick big five personality test. Dusunen Adam The Journal of Psychiatry and Neurological Sciences, 27(4), 316-322.
  • Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. . In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). Teachers College Press.
  • Pala, A. (2012). The burnout level among faculty of education students at Celal Bayar University. Procedia-Social Behavioral Sciences, 69, 1766-1774.
  • Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Volume 2. Jossey-Bass.
  • Poitras, J., Stimec, A., & Hill, K. (2013). Fostering student engagement in negotiation role plays. Negotiation Journal, 29(4), 439-462.
  • Prins, J. T., Hoekstra‐Weebers, J. E., Gazendam‐Donofrio, S. M., Dillingh, G. S., Bakker, A. B., Huisman, M., Jacobs, B., & Van Der Heijden, F. M. (2010). Burnout and engagement among resident doctors in the Netherlands: a national study. Medical Education, 44(3), 236-247.
  • Rahmati, Z. (2015). The study of academic burnout in students with high and low level of self-efficacy. Procedia-Social Behavioral Sciences, 171(16), 49-55.
  • Roebken, H. (2007). The influence of goal orientation on student satisfaction, academic engagement and achievement. Electronic Journal of Research in Educational Psychology, 5(3), 679-704.
  • Saling, L. L., Cohen, D. B., & Cooper, D. (2019). Not close enough for comfort: Facebook users eschew high intimacy negative disclosures. Personality and Individual Differences, 142, 103-109.
  • Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48-57.
  • Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21-28. https://doi.org/10.1016/j.burn.2017.11.001
  • Salmela-Aro, K., Tolvanen, A., & Nurmi, J.-E. (2011). Social strategies during university studies predict early career work burnout and engagement: 18-year longitudinal study. Journal of Vocational Behavior, 79(1), 145-157.
  • Salmela‐Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology, 84(1), 137-151.
  • Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior, 25(3), 293-315.
  • 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.
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.
  • Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45(3-4), 325-337.
  • Shernoff, D. J., Schmidt, J. A., & Adolescence. (2008). Further evidence of an engagement–achievement paradox among US high school students. Journal of Youth, 37(5), 564-580.
  • Sink, C. A., & Stroh, H. R. (2006). Practical significance: The use of effect sizes in school counseling research. Professional School Counseling, 9(9), 401-411.
  • Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: predicting academic engagement and burnout in university students. Educational Psychology, 31(4), 513-528.
  • Strauser, D. R., O'Sullivan, D., & Wong, A. W. (2012). Work personality, work engagement, and academic effort in a group of college students. Journal of Employment Counseling, 49(2), 50-61.
  • Sulea, C., Virga, D., Maricutoiu, L. P., Schaufeli, W., Dumitru, C. Z., & Sava, F. A. (2012). Work engagement as mediator between job characteristics and positive and negative extra‐role behaviors. Career Development International, 17(3), 188-207.
  • Tabachnick, B., & Fidell, L. (2001). Using Multivariate Statistics (4th ed.). Boston, MA.
  • Tanculescu, L. (2019). The relationship between the big five personality factors and their facets and burnout: A study among additional-job holders. Romanian Journal of Psychological Studies, 7(1), 44-55.
  • Templer, K. J. (2012). Five‐factor model of personality and job satisfaction: The importance of agreeableness in a tight and collectivistic Asian society. Applied Psychology, 61(1), 114-129.
  • van Beek, I., Kranenburg, I. C., Taris, T. W., & Schaufeli, W. B. (2013). BIS- and BAS- activation and study outcomes: A mediation study. Personality and Individual Differences, 55(5), 474-479. https://doi.org/10.1016/j.paid.2013.04.013
  • Vermulst, A., & Gerris, J. (2005). QBF: Quick big five personality test manual. LDC Publications. Leeuwarden.
  • Virtanen, T. E., Lerkkanen, M.-K., Poikkeus, A.-M., & Kuorelahti, M. (2018). Student engagement and school burnout in Finnish lower-secondary schools: Latent profile analysis. Scandinavian Journal of Educational Research, 62(4), 519-537.
  • Wefald, A. J., & Downey, R. G. (2009). Construct dimensionality of engagement and its relation with satisfaction. The Journal of Psychology, 143(1), 91-112.
  • WHO. (n.d.). ICD-11 for Mortality and Morbidity Statistics. https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/129180281
  • Wiese, L., Rothmann, S., & Storm, K. (2003). Coping, stress and burnout in the South African police service in KwaZulu-Natal. Journal of Industrial Psychology, 29(4), 71-80.
  • Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39(1), 1-37.
  • Yang, H.-J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan's technical-vocational colleges. International Journal of Educational Development, 24(3), 283-301.
  • Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43(6), 1529-1540.
  • Zhu, X. X. (2010). A study of the relationship between fear of failure, learning engagement and academic performance in high school students [Master's thesis]. Hebei Normal University. https://www.doc88.com/p-5794120159939.html.
Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ezgi Mor Dirlik 0000-0003-0250-327X

Erkan Külekçi 0000-0001-8486-230X

Mustafa Öztürk Akcaoğlu 0000-0003-2155-4822

Yayımlanma Tarihi 22 Nisan 2022
Gönderilme Tarihi 15 Haziran 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 15 Sayı: 2

Kaynak Göster

APA Mor Dirlik, E., Külekçi, E., & Akcaoğlu, M. Ö. (2022). Investigation of University Students’ Engagement and Its Relationship to Burnout, Personality Traits and Academic Achievement. Journal of Theoretical Educational Science, 15(2), 216-238. https://doi.org/10.30831/akukeg.953112