Cognitive Distortions Related to Academic Achievement, Impulsivity, and School Burnout in Adolescence

Yıl 2023, , 685 - 701, 28.09.2023

Serkan Cengiz , Mustafa Ataş , Osman Keleş , Besra Gündüz

https://doi.org/10.35675/befdergi.1269836

Öz

School burnout is a serious problem that has been found to disturb students in many areas in recent years. However, it can be said that studies investigating the effects of cognitive distortions related to academic achievement, and impulsivity in school burnout are insufficient. Therefore, this study aims to examine the relationship between cognitive distortions related to academic achievement, impulsivity, and school burnout in adolescents. The study group of the research consists of 486 adolescents selected through simple random sampling. Correlation analysis showed that there was a positive and moderate relationship between cognitive distortions related to academic achievement and school burnou, and a positive and low-level significant relationship between impulsivity and school burnout. In addition, in the results of the regression analysis performed in the multivariate model, cognitive distortions related to academic achievement explained 10% of school burnout in the first stage, while in the second stage, together with impulsivity, it explained 13% of school burnout. This result shows that cognitive distortions related to academic achievement and impulsivity explain the 13% variance in adolescents' school burnout levels. According to these results, reducing cognitive distortions and impulsivity related to academic achievement may help reduce school burnout in students.

Anahtar Kelimeler

Academic achievement, cognitive distortions, impulsivity, school burnout

Ergenlerde Akademik Başarıya İlişkin Bilişsel Çarpıtmalar, Dürtüsellik ve Okul Tükenmişliği

Öz

Okul tükenmişliği son yıllarda öğrencileri birçok alanda rahatsız ettiği tespit edilen ciddi bir sorundur. Ancak okul tükenmişliğinde, akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüselliğin etkisini araştıran çalışmaların yetersiz olduğu söylenebilir. Bu nedenle bu çalışmanın amacı, ergenlerde akademik başarıya ilişkin bilişsel çarpıtmalar, dürtüsellik ile okul tükenmişliği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu basit rastgele örnekleme yoluyla seçilen 486 ergen oluşturmaktadır. Korelasyon analizi akademik başarıya ilişkin bilişsel çarpıtmalar ile okul tükenmişliği arasında pozitif yönde ve orta düzeyde, dürtüsellik ile okul tükenmişliği arasında pozitif yönde ve düşük düzeyde anlamlı ilişkiler olduğunu göstermiştir. Ayrıca çok değişkenli modelde yapılan regresyon analizi sonuçlarında 1. aşamada akademik başarıya ilişkin bilişsel çarpıtmalar okul tükenmişliğinin %10’nunu açıklarken, 2. aşamada dürtüsellikle ile birlikte okul tükenmişliğinin %13’ünü açıklamıştır. Bu sonuç, ergenlerin okul tükenmişliği düzeylerindeki %13 oranındaki varyansın akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüsellik tarafından açıklandığını göstermektedir. Bu sonuçlara göre akademik başarıya ilişkin bilişsel çarpıtmaları ve dürtüselliği azaltmak öğrencilerde okul tükenmişliğini azaltmada yardımcı olabilir.

Anahtar Kelimeler

Akademik başarı, bilişsel çarpıtmalar, dürtüsellik, okul tükenmişliği

Kaynakça

• Akungu, O. A., Chien, K. P., & Chen, S. (2021). The longitudinal interaction of adolescents’ interest in physical education, school burnout, and disturbed sleep related to social media and phone use. Current Psychology, 1-9. https://doi.org/10.1007/s12144-021-01709-4
• Angell, L. R. (2006). The relationship of impulsiveness, personal efficacy, and academic motivation to college cheating. College Student Journal, 40(1), 1-11.
• Barriga, A. Q., Gibbs, J. C., Potter, G. B., & Liau, A. (2001). How I Think (HIT) questionnaire manual. Research Press.
• Beck, A. T. (1991). Cognitive therapy: A 30-year retrospective. American Psychologist, 46(4), 368.
• Beck, J. S., & Wright, J. H. (1997). Cognitive therapy: Basics and beyond. J. Psychother. Pract. Res, 6, 71-80.
• Bilgiz, S., & Peker, A. (2021). The mediating role of mindfulness in the relationship between school burnout and problematic smartphone and social media use. International Journal of Progressive Education, 17(1), 68-85.
• Chamorro-Premuzic, T., Ahmetoglu, G., & Furnham, A. (2008). Little more than personality: Dispositional determinants of test anxiety (the Big Five, core self-evaluations, and self-assessed intelligence). Learning and Individual Differences, 18(2), 258-263. https://doi.org/10.1016/j.lindif.2007.09.002
• Chen, H. L., Wang, H. Y., Lai, S. F., & Ye, Z. J. (2022). The associations between psychological distress and academic burnout: a mediation and moderation analysis. Psychology Research and Behavior Management, 1271-1282. https://doi.org/10.2147/PRBM.S360363
• Cooper, A. N., Seibert, G. S., May, R. W., Fitgerald, M. C., & Fincham, F. D. (2017). School burnout and intimate partner violence: The role of self-control. Personality and Individual Differences, 112, 18– 25. https://doi.org/10.1016/j.paid.2017.02.047
• Çam, Z., & Öğülmüş, S. (2017). Okul tükenmişlik envanterinin Türkçeye uyarlanması ve psikometrik nitelikleri. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 6(2), 14-29. https://dergipark.org.tr/en/pub/bitlissos/issue/32431/341646
• D'Acremont, M., & Van der Linden, M. (2007). How is impulsivity related to depression in adolescence? Evidence from a French validation of the cognitive emotion regulation questionnaire. Journal of Adolescence, 30(2): 271–282.
• Dekkers, T. J., de Water, E., & Scheres, A. (2022). Impulsive and risky decision-making in adolescents with attention-deficit/hyperactivity disorder (ADHD): The need for a developmental perspective. Current Opinion in Psychology, 44, 330-336. https://doi.org/10.1016/j.copsyc.2021.11.002
• Dembo, J., van Veen, S., & Widdershoven, G. (2020). The influence of cognitive distortions on decision-making capacity for physician aid in dying. International Journal of Law and Psychiatry, 72, 101627. https://doi.org/10.1016/j.ijlp.2020.101627
• Durmuş, F.B., Torlak, C.Y., Tüğen, L.E., & Güleç, H. (2021). Barratt Dürtüsellik Ölçeği-Kısa Türkçe versiyonunun adolesanlarda psikometrik özellikleri. Nöro Psikiyatri Arşivi, 59, 48-53. https://doi.org/10.29399/npa.27527
• El-Shokheby, A. M. A. (2020). Investigating the relationship between cognitive distortions and academic stress for intermediate school teachers before and during work. International Journal of Higher Education, 9(5), 46-59. https://doi.org/10.5430/ijhe.v9n5p46
• Frewen, P. A., Evans, E. M., Maraj, N., Dozois, D. J., & Partridge, K. (2008). Letting go: Mindfulness and negative automatic thinking. Cognitive Therapy and Research, 32(6), 758-774.
• George, D. (2010). SPSS for windows step by step: A simple study guide and reference, 17.0 update (10th ed.). Pearson.
• Ghahremani, D. G., Oh, E. Y., Dean, A. C., Mouzakis, K., Wilson, K. D., & London, E. D. (2013). Effects of the Youth Empowerment Seminar on impulsive behavior in adolescents. Journal of Adolescent Health, 53(1), 139-141. https://doi.org/10.1016/j.jadohealth.2013.02.010
• Granö, N., Keltikangas-Järvinen, L., Kouvonen, A., Virtanen, M., Elovainio, M., Vahtera, J. and Kivimäki, M. (2007). Impulsivity as a predictor of newly diagnosed depression. Scandinavian Journal of Psychology, 48(2), 173–179. https://doi.org/10.1111/j.1467-9450.2007.00566.x
• Haapasalo, I., Välimaa, R., & Kannas, L. (2010). How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research, 54(2), 133-150. https://doi.org/10.1080/00313831003637915
• Jwad, J. J. (2020). Inhibition of the ımpulsive response of the secondary school students. Multicultural Education, 6(3), 119-124. https://doi.org/10.5281/zenodo.4140763
• Karasar, N. (2022). Bilimsel araştırma yöntemleri (37. baskı). Nobel Yayıncılık.
• Kaya, İ. (2018). Akademik başarıya ilişkin bilişsel çarpıtmalar ölçeğinin (ABİBÇÖ) geliştirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(3), 1082-1098. https://doi.org/10.17860/mersinefd.435605
• Khan, M. A., Mansoor, I., Rabbani, M. W., & Zahid, S. (2019). Personality factors and burnout among medical students and house officers. Annals of PIMS-Shaheed Zulfiqar Ali Bhutto Medical University, 15(1), 8-11. https://doi.org/10.48036/apims.v15i1.213
• Kuittinen, M., & Meriläinen, M. (2011). The effect of study‐related burnout on student perceptions. Journal of International Education in Business, 4(1), 42-62. https://doi.org/10.1108/18363261111170586
• Li, C., He, J., Yuan, C., Chen, B., & Sun, Z. (2019). The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse education today, 82, 51-57. https://doi.org/10.1016/j.nedt.2019.08.004
• Lian, P., Sun, Y., Ji, Z., Li, H., & Peng, J. (2014). Moving away from exhaustion: how core self-evaluations influence academic burnout. PLOS one, 9(1), 1-5. https://doi.org/10.1371/journal.pone.0087152
• Martinez-Gonzalez, A. E., Rodríguez-Jiménez, T., Piqueras, J. A., Vera-Villarroel, P., & Torres-Ortega, J. (2020). Emotional and behavioural symptoms, risk behaviours and academic success in chilean mapuche and non-mapuche adolescents. Ethnicity & Health, 25(3), 453-464.
• Matturro, L. (2019). Stress, cognitive distortions, engagement in self-care, and burnout in psychology graduate students. PCOM Psychology Dissertations. 506. https://digitalcommons.pcom.edu/psychology_dissertations/506
• May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126-131. https://doi.org/10.1016/j.lindif.2015.07.015
• Meylan, N., Doudin, P. A., Curchod-Ruedi, D., Antonietti, J. P., Gyger, D., & Stephan, P. (2015). School burnout and substance use: An exploration study in a Swiss adolescent sample. Neuropsychiatrie Enfance Adolescence, 63, 238-243.
• Miller, A. E., & Racine, S. E. (2022). Emotion regulation difficulties as common and unique predictors of impulsive behaviors in university students. Journal of American College Health, 70(5), 1387-1395. https://doi.org/10.1080/07448481.2020.1799804
• Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American journal of psychiatry, 158(11), 1783-1793. https://doi.org/10.1176/appi.ajp.158.11.1783
• Mousavi, F. S., Marashian, F. S., & Bakhtiarpour, S. (2021). The effectiveness of mindfulness-based stress reduction and dialectical behavior therapy on self-determination needs and academic burnout among students showing depressive symptoms. International Journal of Health Studies, 8(3), 42-47.
• Ni, S. G., & Wu, X. C. (2009). A study on the intervening effect of a cognitive-behavioral interactive group therapy on academic burnout of college students. Chinese Journal of Clinical Psychology, 17(4), 512-514.
• Putwain, D. W., Connors, L., & Symes, W. (2010). Do cognitive distortions mediate the test anxiety–examination performance relationship?. Educational Psychology, 30(1), 11-26. https://doi.org/10.1080/01443410903328866
• Rahmati, Z. (2015). The study of academic burnout in students with high and low level of self-efficacy. Procedia-Social and Behavioral Sciences, 171, 49-55. https://doi.org/10.1016/j.sbspro.2015.01.087
• Romano, L., Consiglio, P., Angelini, G., & Fiorilli, C. (2021). Between academic resilience and burnout: the moderating role of satisfaction on school context relationships. European Journal of Investigation in Health, Psychology and Education, 11(3), 770-780. https://doi.org/10.3390/ejihpe11030055
• 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. https://doi.org/10.1027/1015-5759.25.1.48
• Salmela-Aro, K., & Tynkkynen, L. (2012). Gendered pathways in school burnout among adolescents. Journal of Adolescence, 35(4), 929-939. https://doi.org/10.1016/j.adolescence.2012.01.001
• Salmela-Aro, K, & Upadyaya, K. (2014). School burnout and engagement in the context of demands-resources model. The British Journal of Educational Psychology, 84(1), 137-151. https://doi.org/10.1111/bjep.12018.
• Salmela-Aro, K. (2017). Dark and bright sides of thriving–school burnout and engagement in the Finnish context. European Journal of Developmental Psychology, 14(3), 337-349. https://doi.org/10.1080/17405629.2016.1207517
• Savina, E. (2021). Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it. Early Childhood Education Journal, 49(3), 493-501. https://doi.org/10.1007/s10643-020-01094-w
• 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. https://doi.org/10.1002/job.248.
• 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, 91-113. https://doi.org/10.1007/s10734-018-0332-4
• Shulman, E. P., Smith, A. R., Silva, K., Icenogle, G., Duell, N., Chein, J., & Steinberg, L. (2016). The dual systems model: Review, reappraisal, and reaffirmation. Developmental Cognitive Neuroscience, 17, 103-117. https://doi.org/10.1016/j.dcn.2015.12.010
• Slavin, S. J., & Chibnall, J. T. (2016). Finding the why, changing the how: improving the mental health of medical students, residents, and physicians. Academic Medicine, 91(9), 1194-1196. https://doi.org/10.1097/ACM.0000000000001226
• Steinberg, L., Sharp, C., Stanford, M.S., & Tharp, A.T. (2003). New tricks for an old measure: The development of the Barratt Impulsiveness Scale–Brief (BIS-Brief). Psychol Assess, 25, 216. https://psycnet.apa.org/doi/10.1037/a0030550
• Tayebi, S. (2020). The effectiveness of social component ıntervention program on school burnout and academic self-regulation in students with ADHD. International Journal of Schooling, 2(3), 59-74. https://doi.org/10.22034/ijsc.2021.296596.1052
• Tomaszek, K., & Muchacka-Cymerman, A. (2019). Sex differences in the relationship between student school burnout and problematic internet use among adolescents. International journal of environmental research and public health, 16(21), 4107. https://doi.org/10.3390/ijerph16214107
• Verboom, C. E., Sijtsema, J. J., Verhulst, F. C., Penninx, B. W., & Ormel, J. (2014). Longitudinal associations between depressive problems, academic performance, and social functioning in adolescent boys and girls. Developmental psychology, 50(1), 247-257. https://doi.org/10.1037/a0032547
• Wang, M. T., Chow, A., Hofkens, T., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57-65. https://doi.org/10.1016/j.learninstruc.2014.11.004
• Willem, L., Bijttebier, P., Claes, L., & Raes, F. (2011). Rumination subtypes in relation to problematic substance use in adolescence. Personality and Individual Differences, 50(5), 695-699. https://doi.org/10.1016/j.paid.2010.12.020
• Xu, W., An, Y., Ding, X., Yuan, G., Zhuang, Y., & Goh, P. H. (2017). Dispositional mindfulness, negative posttraumatic beliefs, and academic burnout among adolescents following the 2016 Yancheng Tornado. Personality and Individual Differences, 116, 405-409. https://doi.org/10.1016/j.paid.2017.05.029
• Zeidner, M., & Mathews, G. (2005). Evaluation anxiety. In Handbook of competence and motivation, Edited by: Elliot, A.J. and Dweck, C.S. 141–163. London: Guildford Press.
• 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. https://doi.org/10.1016/j.paid.2007.04.010