Ortaokul Öğrencilerinde Öz yeterlik ve Yaşam Doyumu Arasında Okula Bağlanmanın Çoklu Aracılığı

Öz

Bu çalışmanın amacı, ortaokul öğrencilerinde öz yeterlik ile yaşam doyumu arasındaki ilişkide okula bağlanmanın aracı rolünü incelemektir. Çalışma grubunu Şanlıurfa’nın Suruç ilçesindeki ortaokullarda öğrenim gören yaş aralığı 9-16 arası ve yaş ortalaması 12.12, Ss. 1.25 olan 205’i kız (%53.1) ve 181’i erkek (%46.9) olmak üzere toplam 386 öğrenci oluşturmuştur. Çalışmada veri toplama aracı olarak kişisel bilgi formu, Çok Boyutlu Yaşam Doyumu Ölçeği–Kısa Formu, Okula Bağlanma Ölçeği ve Öz-yeterlik Ölçeği kullanılmıştır. Çalışmanın verilerinin analizinde, betimsel istatistikler, Pearson korelasyon analizi ve aracılık analizleri için ise Sıradan En Küçük Kareler Regresyona dayalı yaklaşım ve Bootstrap Yöntemi kullanılmıştır. Araştırmadan elde edilen bulgulara göre öz-yeterlik, okula bağlanma ve yaşam doyumu arasında pozitif yönde istatistiksel olarak anlamlı ilişkiler belirlenmiştir. Aracılık analizine göre öz-yeterlik ile yaşam doyumu arasında okula bağlanmanın aracılığı istatistiksel olarak anlamlıdır. Çalışmanın sonuçları alan yazında yer alan çalışmalar ışığında tartışılıp, yorumlanarak araştırmacılara önerilerde bulunulmuştur.

Anahtar Kelimeler

• Öz yeterlik
• yaşam doyumu
• okula bağlanma
• ön ergenler

Multiple Mediation of School Attachment between Self-Efficacy and Life Satisfaction in Middle School Students

Öz

The aim of this study is to examine the mediating role of school attachment in the relationship between self-efficacy and life satisfaction in middle school students. The study group consisted of students in middle schools in the Suruç, district of Şanlıurfa, 205 girls (53.1%) and 181 boys (46.9 %), with an age range of 9 -16 and an average age of 12.12, SD: 1.25, totaling 386 students. Personal information form, Multidimensional Satisfaction with Life Scale-Short Form, School Attachment Scale and Self-Efficacy Scale were used as data collection tools. Descriptive statistics, Pearson correlation analysis, Ordinary Least Squares Regression-based approach and Bootstrap Method were used for mediation analysis. According to the findings of the study, significant positive relationships were found between self-efficacy, school attachment and life satisfaction. According to the mediation analysis, the mediation of school attachment between self-efficacy and life satisfaction is found to be statistically significant. The results of the study were discussed and interpreted in the light of the studies in the literature, and suggestions were made to the researchers.

Anahtar Kelimeler

• Self-efficacy
• life satisfaction
• school attachment
• pre-adolescents

Kaynakça

1. Antaramian, S. (2017). The importance of very high life satisfaction for students’ academic success. Cogent Education, 4(1), 1–10. https://doi.org/10.1080/2331186X.2017.1307622
2. Antaramian, S. P. (2020). Life satisfaction. The encyclopedia of child and adolescent development. In S. Hupp & J. D. Jewell (Eds.), John Wiley.
3. Arslan, A. (2018). Ortaokul öğrencilerinin yazma kaygıları ve akademik öz-yeterlik inançlarının çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (3), 1286-1312.
4. Azizli, N., Atkinson, B. E., Baughman, H. M., & Giammarco, E. A. (2015). Relationships between general self-efficacy, planning for the future, and life satisfaction. Personality and Individual Differences, 82, 58-60. https://doi.org/10.1016/j.paid.2015.03.006
5. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206–1222.https://doi.org/10.2307/1131888
6. Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology.
7. Bandura, A. (1994). Self efficacy. V. S. Ramachaudran In, Encyclopedia of Human Behavior (s. 71-81). Academic Press.
8. Bandura, A. (2009). Social cognitive theory of mass communication. In J. Bryant & M. Oliver (Eds): Media effects 3rd edition. Routledge.

9. Bandura, A. (2010). Self-efficacy. In the Corsini Encyclopedia of Psychology (Eds I.B. Weiner and W.E. Craighead).https://doi.org/10.1002/9780470479216.corpsy0836
10. Bostan, M. (2021). Ergenlerde yaşam doyumu akademik öz yeterlilik ve ebeveyn kabul reddi arasındaki ilişkilerin incelenmesi [Yayımlanmamış Yüksek Lisans Tezi] Biruni Üniversitesi.
11. Chen, X., Cai, Z., He, J., & Fan, X. (2020). Gender differences in life satisfaction among children and adolescents: A meta-analysis. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 21(6), 2279–2307. https://doi.org/10.1007/s10902-019-00169-9
12. Cırcır, O., Yönet Demirhan, C., Aydemir, M., Balcı, H., Can, H. R. ve Gökce, Z. (2022). Ortaokul öğrencilerinde problemli internet kullanımı ile öz-yeterlik arasındaki ilişkide yaşam doyumunun aracı rolünün incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1-18. https://doi.org/10.9779/pauefd.1108453
13. Cohen, L. M., Manion, L. l., & Morrison, K. (2007). Research methods in education (6th ed.).Taylor & Francis.
14. Çam, Z. ve Artar, M. (2014). Ergenlikte yaşam doyumu: Okul türleri bağlamında bir inceleme. Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2(1). 23-46.
15. Çıkrıkçı, Ö, ve Erzen, E. (2020). Academic procrastination, school attachment, and life satisfaction: A mediation model. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 38, 225–242. https://doi.org/10.1007/s10942-020-00336-5
16. Çıkrıkçı, Ö., ve Odaci, H. (2016). The determinants of life satisfaction among adolescents: the role of metacognitive awareness and self-efficacy, Social Indicators Research,125(3), 977-990.https://doi.org/10.1007/s11205-015-0861-5.
17. Cugmas , Z. ( 2007 ). Gender differences in relation between child's attachment to school teachers and his/her self-perception . Studia Psychologica , 49 (1), 63 – 79
18. Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students' perceived life satisfaction. The Journal of Educational Research, 102(4), 303–318. https://doi.org/10.3200/JOER.102.4.303-320
19. De Caroli, M. E., & Sagone, E. (2014). Generalized self-efficacy and well-being in adolescents with high vs. low scholastic self-efficacy. Procedia-Social and Behavioral Sciences, 141, 867-874. https://doi.org/10.1016/j.sbspro.2014.05.152
20. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542–575. https://doi.org/10.1037/0033-2909.95.3.542
21. Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34–43. https://doi.org/10.1037/0003-066X.55.1.34
22. Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), The handbook of positive psychology. Chapter: 5, (pp. 63-73). Oxford University Press.
23. Diseth, Å., Danielsen, A. G., & Samdal, O. (2012) A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students, Educational Psychology, 32(3), 335-354. https://doi.org/10.1080/01443410.2012.657159
24. Gilman, R., & Huebner, E. S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence, 35(3), 311–319. https://doi.org/10.1007/s10964-006-9036-7
25. Guess, P. E., & McCane-Bowling, S. J. (2016). Teacher support and life satisfaction: an ınvestigation with urban, middle school students. Education and Urban Society, 48(1), 30-47. https://doi.org/10.1177/0013124513514604
26. Hakimzadeh, R., Besharat, M.A., Khaleghinezhad, S. A., & GhorbanJahromi, R. (2016). Peers’ perceived support, student engagement in academic activities and life satisfaction: A structural equation modeling approach. School Psychology International, 37(3), 240–254. https://doi.org/10.1177/0143034316630020
27. Hayes, A.F. (2017) Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach; Guilford Publications.
28. Heffner, A. L., & Antaramian, S. P. (2016). The role of life satisfaction in predicting student engagement and achievement. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 17(4), 1681–1701. https://doi.org/10.1007/s10902-015-9665-1
29. Hill, L. G. & Werner, N. E. (2006). Affiliative motivation, school attachment, and aggressıon in school. Psychology in the Schools, 43(2), 231-246. https://doi.org/10.1002/pits.20140
30. İkiz, F. E. ve Sağlam, A. (2017). Ortaokul öğrencilerinin şiddet eğilimleri ile okula bağlılık düzeyleri arasındaki ilişkinin incelenmesi. İlköğretim Online, 16(3), 1235-1246. https://doi.org/10.17051/ilkonline.2017.330253
31. XxJain, S. A., & Desai., T. R. (2022). A study of adolescent’s self-efficacy and general wellbeing. International Journal of Indian Psychȯlogy, 8(1). https://doi.org/10.25215/0801.088
32. Jhang, F.-H. (2019), Life satisfaction trajectories of junior high school students in poverty: Exploring the role of self-efficacy and social support. Journal of Adolescence, 75. 85-97. https://doi.org/10.1016/j.adolescence.2019.07.011
33. Karababa, A., Oral, T., ve Dilmaç, B. (2018). Ortaokul öğrencilerinde okula bağlılığın yordanmasında algılanan sosyal destek ve değerin rolü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 269 – 279. https://doi.org/10.16986/HUJE.2017028440
34. Kang HN, Yong HR &Hwang HS. (2016) Influences of the parenting style, peer attachment, relationship of teacher factors on learning attitude and life satisfaction of Korean adolescents. J Korea Acad Industr Coop Soc.17(10).449-457. (Korean).http://dx.doi.org/10.5762/KAIS.2016.17.10.449.
35. Kim, S., & Paik, J. (2018). The effect of peer attachment on life satisfaction of adolescents. Journal of Digital Convergence, 16(9), 477–487.Koepke M. F.& Harkins D. A. (2008). Conflict in the classroom: Gender differences in the teacher-child relationship. Early Education and Development, 19(6), 843–864.https://doi.org/10.1080/10409280802516108
36. Köse, N. (2015). Ergenlerde akran ilişkilerinin mutluluk düzeyine etkisi . İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 2 (4) , 1-6 .
37. Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249–262. https://doi.org/10.1007/s10964-010-9517-6
38. Li, Y., Lynch, A. D., Kalvin, C., Liu, J., & Lerner, R. M. (2011). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35(4), 329–342. https://doi.org/10.1177/0165025411402578
39. Libbey, H.P. (2004), Measuring student relationships to school: attachment, bonding, connectedness, and engagement. Journal of School Health,74. 274-283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
40. Lucktong, A., Salisbury, T. T., & Chamratrithirong, A. (2017). The impact of parental, peer and school attachment on the psychological well-being of early adolescents in Thailand. International Journal of Adolescence and Youth, 23(2), 235–249. https://doi.org/10.1080/02673843.2017.1330698
41. Luengo‐González, R., Noriega‐Matanza, M. C., Espín‐Lorite, E. J., García ‐ Sastre, M. M., Rodríguez ‐ Rojo, I. C., Cuesta ‐ Lozano, D., & Peñacoba‐Puente, C. (2023). The role of life satisfaction in the association between problematic technology use and anxiety in children and adolescents during the COVID-19 pandemic. International journal of mental health nursing, 32(1), 212–222.https://doi.org/10.1111/inm.13077
42. Luszczynska, A., &Schwarzer, R. (2005). The role of self-efficacy in health self-regulation. In W. Greve, K. Rothermund, & D. Wentura (Eds.), The adaptive self: Personal continuity and intentional self-development .137–152. Hogrefe & Huber Publishers.
43. Lyons, M.D., & Huebner, E.S. (2016) Academic characteristics of early adolescents with higher levels of life satisfaction. Applied Research Quality Life.11.757–771.https://doi.org/10.1007/s11482-015-9394-y
44. Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31–49. https://doi.org/10.1023/A:1022214022478
45. Marczyk, G., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. John Wiley & Sons, Inc.
46. Marques, S. C. (2016). Psychological strengths in childhood as predictors of longitudinal outcomes. School Mental Health, 8(3), 377-385. https://doi.org/10.1007/s12310-016-9195-y
47. Marquez, J. (2023)Gender differences in school effects on adolescent life satisfaction: exploring cross-national variation. Child Youth Care Forum . https://doi.org/10.1007/s10566-023-09756-7
48. Mengi, S. (2011). Ortaöğretim 10. ve 11. sınıf öğrencilerinin sosyal destek ve özyeterlik düzeylerinin okula bağlılıklarıyla ilişkisi. [Yayımlanmamış Yüksek Lisans Tezi] Sakarya Üniversitesi.
49. Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145–149. https://doi.org/10.1023/A:1010961119608
50. Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10–19. https://doi.org/10.1111/j.1467-9280.1995.tb00298.x
51. Nazir, T. (2020). Pozitif psikoloji ve umut. S. Bulut (Ed.), Pozitif psikoloji (365-393). Nobel.
52. Nie, Q., Teng, Z., Bear, G. G., Guo, C., Liu, Y., & Zhang, D. (2019), Hope as mediator between teacher–student relationships and life satisfaction among chinese adolescents: a between- and within-person effects analysis. Journal Happiness Studies, 20, 2367–2383 . https://doi.org/10.1007/s10902-018-0052-6
53. Oberle, E., Schonert-Reichl, K.A.,&Zumbo, B. D. (2011) Life satisfaction in early adolescence: personal, neighborhood, school, family, and peer influences. Journal Youth Adolescence ,40, 889–901. https://doi.org/10.1007/s10964-010-9599-1
54. Özdemir, Y., & Koruklu, N. (2013). Parental attachment, school attachment and life satisfaction in early adolescence. Ilkogretim Online, 12(3).
55. Özgök, A. ve Sarı, M. (2016). Ortaokul öğrencilerinin okula aidiyet duygusu ve arkadaş bağlılık düzeyi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25 (3) , 71-86
56. Öztan, S. (2014). Ortaokul 6.7.8. sınıf öğrencilerinin okul tükenmişliklerinin yaşam doyumları ve benlik kurgusu algıları açısından incelenmesi. [Yayımlanmamış Yüksek Lisans Tezi ]. İstanbul: İstanbul Arel Üniversitesi .
57. Pavot, W., & Diener, E. (2009). Review of the satisfaction with life scale. In E. Diener (Ed.), Assessing well-being (101–117). Springer. https://doi.org/10.1007/978-90-481-2354-4_5
58. Savi, F. (2011). Çocuk ve ergenler için okula bağlanma ölçeği: geçerlik ve güvenirlik çalışması. İlköğretim Online, 10(1), 1-11.
59. SaviÇakar, F. (2011a). School attachment and quality of life in children and adolescents of elementary school in Turkey. Educational Research, 1(9), 1465-1471.
60. Savi Çakar, F. (2012). The relationship between the Self-Efficacy and Life Satisfaction of Young Adults. International Education Studies, 5(6), 123-130. http://dx.doi.org/10.5539/ies.v5n6p123
61. Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school, (pp.35–53). Routledge/Taylor & Francis Group
62. Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement, (pp. 219–235). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_10
63. Seligman, M. E. P. (2002). Authentic happiness. Free Press.
64. Seligman, M. E.P., Parks, A. C., & Steen, T. (2004). A balanced psychology and a full life. Philosophical Transactions of the Royal Society B: Biological Sciences, 359(1449), 1379-1381. http://dx.doi.org/10.1098/rstb.2004.1513
65. Seligson, J. Huebner, E., & Valois, R. (2003). Preliminary validation of the brief multidimensional students’ life satisfaction scale (BMSLSS). Social Indicators Research, 61, 121-145. http://dx.doi.org/10.1023/A:1021326822957
66. Seligson, J. L., Huebner, E. S., & Valois, R. F. (2005). An investigation of a Brief Life Satisfaction Scale with elementary school children. Social Indicators Research, 73, 355-374
67. Simons-Morton, B. G., Crump, A. D., Haynie, D. L., & Saylor, K. E. (1999). Student-school bonding and adolescent problem behavior. Health Education Research, 14(1), 99–107. https://doi.org/10.1093/her/14.1.99/10.1007/s11482-015-9394-y
68. Siyez, D. M., & Kaya, A. (2008). Validity and Reliability of the Brief Multidimensional Students’ Life Satisfaction Scale with Turkish Children. Journal of Psychoeducational Assessment, 26(2), 139–147. https://doi.org/10.1177/0734282907307802
69. Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement, Educational Studies, 47(1), 19-37, https://doi.org/10.1080/03055698.2019.1665986
70. Suldo, S. M., & Huebner, E. S. (2004). The role of life satisfaction in the relationship between authoritative parenting dimensions and adolescent problem behavior. Social Indicators Research, 66(1-2), 165–195. https://doi.org/10.1023/B:SOCI.0000007498.62080.1e
71. Suldo, S. M., Shaffer, E. J., & Riley, K. N. (2008). A social-cognitive-behavioral model of academic predictors of adolescents' life satisfaction. School Psychology Quarterly, 23(1), 56–69. https://doi.org/10.1037/1045-3830.23.1.56
72. Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). MA: Pearson.
73. Tagay, O., Karatas, Z., Bayar, O., & Savi-Cakar, F. (2016). Resilience and life satisfaction as the predictors of generalself-efficacy. Global Journal of Guidance and Counseling in Schools: Current Perspectives, 6(1), 011–017.
74. Telef, B. B., ve Karaca, R. (2012). Çocuklar İçin Öz-yeterlik Ölçeği; Geçerlik ve güvenirlik çalışması. Buca Eğitim Fakültesi Dergisi, 32, 169-187.
75. Tu,Y., & Zhang, S.,(2014) Loneliness and subjective well-being among Chinese undergraduates: the mediating role of self-efficacy. Soc Indic Res, 124, 963-980.https://doi.org/10.1007/s11205-014-0809-1.
76. Usán Supervía P, Salavera Bordás C, Juarros Basterretxea J., & Latorre Cosculluela, C. (2023).Influence of psychological variables in adolescence: the mediating role of self-esteem in the relationship between self-efficacy and satisfaction with life in senior high school students. Social Sciences. 12(6),329. https://doi.org/10.3390/socsci12060329
77. Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443–463. https://doi.org/10.1177/0013164407308475
78. Uz Baş, D. D. ve Yurdabakan, D. D. İ. (2017). Psikolojik sağlamlık ve okul ikliminin ortaokul öğrencilerinin yaşam doyumunu yordama gücü. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 202-214. https://doi.org/10.21764/efd.32175
79. Vecchio, G. M., Gerbino, M., Pastorelli, C., Del Bove, G., & Caprara, G. V. (2007). Multi-faceted self-efficacy beliefs as predictors of life satisfaction in late adolescence. Personality and Individual Differences, 43(7), 1807–1818. https://doi.org/10.1016/j.paid.2007.05.018
80. Veenhoven, R. (1996). The study of life-satisfaction. Eötvös University Press.
81. Yıldız, A. ve Kahraman, S. (2021). Ortaokul öğrencilerinde psikolojik dayanıklılık, sosyal duygusal öğrenme becerileri ve yaşam doyumu arasındaki ilişki. Okul Psikolojik Danışmanlığı Dergisi, 4(2), 23-60.
82. Yıldız, M. A. ve Kutlu, M. (2015). Erinlerde okula bağlanmanın yordayıcısı olarak sosyal kaygı ve depresif belirtilerin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 332-345.
83. Yılmaz, E. (2017) Ortaokul öğrencilerinin akademik başarılarının yordanmasında umut ve yaşam doyumlarının incelenmesi, [Yayımlanmamış Yüksek Lisans Tezi] Marmara Üniversitesi.
84. You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., &Green, J. G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446–460. https://doi.org/10.1002/pits.20308
85. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016