Does Psychological Maladjustment Mediate the Relationship Between Students’ Perception of Teacher Rejection and Educational Stress?

Abstract

This study examined the mediating role of psychological maladjustment in the relationship between Turkish high school students’ perception of teacher rejection and educational stress levels. The study was based on a sample of 399 high school students located in Turkey 231 students were female; 168 students were male . The Teacher’s Acceptance-Rejection Questionnaire: Child Version Short Form, the Personality Assessment Questionnaire: Child Version, Education Stress Scale, and Personal Information Form were used as measures. Result revealed that psychological maladjustment mediated the relationship between perception of teacher rejection and educational stress. Additionally, the results showed that female students’ educational stress levels, psychological maladjustment levels, and GPAs were significantly higher than male students. However, male students’ perception of teacher rejection levels was significantly higher than female students. Results also documented that younger female and male students tended to recall more educational stress than older female and male students. GPA was significantly and negatively correlated with psychological maladjustment for males. The results may help the expansion of the IPARTheory. At the practical level, school counselors may include individual or group counseling practices to increase students' psychological adjustment in intervention programs to prevent or eliminate educational stress.

Keywords

• psychological maladjustment,perception of teacher rejection,educational stress,adolescent,Turkey.

Kaynakça

1. Ahmed, R. A., Rohner, R. P., & Carrasco, M. A., (2012). Relations between psychological adjustment and perceived parental, sibling, best friend, and teacher acceptance among Kuwaiti adolescents. In K. Ripoll-Nuñez, A. L. Comunian, & C. M. Brown (Eds.), Expanding horizons: Current research on interpersonal acceptance, (1-10). Boca Raton, Fl: Brown Walker Press.
2. Akpınar, M. (2016). Okul tükenmişliği ile akademik stres ve öznel iyi arasındaki ilişkinin incelenmesi. [The relationships between school burnout, academic stress and subjective well-being] (Unpublished master’s thesis). Institute of Education Sciences, Atatürk University, Erzurum, Turkey.
3. Ali, S. (2011). Perceived teacher and parental acceptance-rejection, and the academic achievement, adjustment, and behavior of children: Literature review. International Journal of Peace and Development Studies, 2, 138-147.
4. Ali, S., Khaleque, A., & Rohner, R. P. (2015). Influence of perceived teacher acceptance and parental acceptance on youth’s psychological adjustment and school conduct: A cross-cultural meta-analysis. Cross-Cultural Research, 49, 204-224. doi:10.1177/1069397114552769
5. Al-Yogan, M., & Mikulincer, M. (2006). Children's appraisal of teacher as a secure base and their socio- emotional and academic adjustment in middle childhood. Research in Education, 75, 1-18. doi: 10.7227/RIE.75.1
6. 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, 133- 143.
7. Aras, Ş., Günay, T., Özan, S., & Orçın, E. (2007). Risky behaviors among high school students in İzmir. Anatolian Journal of Psychiatry, 8, 186-196.
8. Arsenio, W. F., & Loria, S. (2012). Coping with negative emotions: Connections with adolescents’ academic performance ans stress. The Journal of Genetic Psychology, 175, 76-90. doi:10.1080/00221325.2013.806293

9. Arslan, N. (2017). Investigating the relationship between educational stress and emotional self-efficacy. Universal Journal of Educational Research, 5, 1736-1740. doi: 10.13189/ujer.2017.051010
10. Balta-Özkan, A. (2019). İlkokul ve ortaokul öğrencilerinin duygusal okuryazarlık ve akademik stres düzeyleri [Emotional literacy and academic stress levels of primary and secondary school students] (Unpublished master’s thesis). Social Sciences Institute, Recep Tayyip Erdoğan University, Rize, Turkey.
11. Bayram, S. B. (2016). Ergenlerin mükemmeliyetçilik özellikleri ve akademik alanda arzularının ertelenmesi ile akademik stres arasındaki ilişkinin incelenmesi [Examination of the relationship between postponement of desires in academic field and academic stress] (Unpublished master’s thesis). Social Sciences Institute, İstanbul Sabahattin Zaim University, İstanbul, Turkey.
12. Berger, C., Alcalay, L., Torretti, A., & Milicic, N. (2011). Socio-emotional well-being and academic achievement: Evidence from a multilevel approach. Psicologia: Reflexão e Crítica, 24, 344–351. doi:10.1590/S0102- 79722011000200016
13. Bergin, C. & Bergin, D. (2009) Attachment in the Classroom. Educational Psychology Review, 21, 141-170.
14. Bilen J. (2013). Anne-baba kabul-reddinin psikolojik uyum üzerindeki etkisinin kimlik duygusu açısından incelenmesi [The relationship between perceived parental acceptance-rejection, psychological adjustment, and identity] (Unpublished Master’s Thesis). Adnan Menderes University, Health Sciences Institute, Aydın, Turkey.
15. Bjorkman SM. (2007). Relationships among academic stress, social support, and internalizing and externalizing behavior in adolescence (Unpublished doctoral dissertations). Northern Illinois University, Illinois.
16. Blankemeyer, M., Flannery, D. J., & Vazsonyi, A. T. (2002). The role of aggression and social competence in children's perceptions of the child-teacher relationship. Psychology in the Schools, 39, 293-304. doi:10.1002/pits.10008
17. Burnett, P. C., & Fanshawe, J. P. (1997). Measuring school-related Stressors in Adolescents. Journal of Youth and Adolescence, 26, 415-428.
18. Çelik, İ., Akın, A., & Sarıçam, H. (2014). A scale adaptation study related to the examination of adolescents’ levels of educational stres. Üniversitepark Bülten, 3, 44-55.
19. Erkman, F., Caner, A., Sart, H., Borkan, B., & Sahan, K. (2010). Influence of perceived teacher acceptance, self- concept, and school attitude on the academic achievement of school-age children in Turkey. Cross- Cultural Research, 44, 295-309. doi:10.1177/1069397110366670
20. Erkman, F., & Rohner, R. P. (2006). Youths’ perceptions of corporal punishment, parental acceptance, and psychological adjustment in a Turkish metropolis. Cross-Cultural Research, 40, 250
21. Erkuş, A. (2016). Davranış bilimleri için bilimsel araştırma süreci [Scientific research process for behavioral sciences]. Ankara: Seçkin Publisher.
22. Gençtoprak, S. (2010). Çocukların anne-babalarıyla ilişkide kabul veya red algıları, psikolojik uyumları ve akademik başarılarının incelenmesi [The relationship children's' perceptions of parental acceptance-rejection, psychological adjustment, and academic achievement] (Unpublished Master’s Thesis). Karaelmas University, Social Sciences Institute, Zonguldak, Turkey.
23. Göregenli, M. (1995). Kültürümüz açısından bireycilik-toplulukçuluk eğilimleri: Bir başlangıç çalışması [Individualism-collectivism tendencies in terms of our culture: An initial study]. Turkish Journal of Psychology, 10, 1-14.
24. Hallinan, T. M. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81, 271– 283.
25. Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (59–71). National Association of School Psychologists.
26. Isralowitz, R.E., & Ong. T.H. (1990). Singapore youth: the impact of social status on perceptions of adolescent problems. Adolescence 25, 357–62.
27. İlhan-Tunç, A. (2009). Kız çocuklarının okula gitmeme nedenleri Van ili örneği [ Reasons why not go to school for girls: Van sample]. Van Yüzüncü Yıl University Journal of Education, 6, 237-269.
28. Jones, R.W., & Hattie, J.A. (1991, April 24–26). Academic stress amongst adolescents: An examination by ethnicity, grade, and sex. Paper presented at the Annual Conference of the New England Educational Research Organization, Portsmouth, NH. Retrived from https://files.eric.ed.gov/fulltext/ED336668.pdf (12.11.19)
29. Khan, S., Haynes, L. Armstrong, A., & Rohner, R. P. (2010). Mississippi delta region of the united states achievement, and school conduct of middle school students in the perceived teacher acceptance, parental acceptance, academic. Cross-Cultural Research, 44, 283. doi:10.1177/1069397110368030
30. Khaneh K. A., & Basavaraj, A. (2011). The Relationship of academic stress with aggression, depression and academic performance of college students in Iran. Journal on Educational Psychology, 5, 24-31.
31. Kouzma, N. M., & Kennedy, G. A. (2004). Self-reported sources of stress in senior high school students. Psychological Reports, 94, 314-316. doi:10.2466/pr0.94.1.314-316
32. Kuyumcu, B., & Çoşkuner, K. (2018, September 6-8). The relationship between perception of teacher acceptance psychologial adjustment and school attachment among secondary school students. Paper presented at the meeting of 13. International Balkan Education & Science Congress, Edirne, Turkey.
33. Makri-Botsari, E. (2015). Adolescents' unconditional acceptance by parents and teachers and educational outcomes: A structural model of gender differences. Journal of Adolescence, 43, 50-62. doi:10.1016/j.adolescence.2015.05.006
34. Metin, Ö. F. (2019). Lise öğrencilerinin akademik streslerinin, matematik kaygılarının ve matematiğe yönelik tutumlarının incelenmesi [Analysing high school student’s academic stress, their maths anxieties and attitudes towards math](Unpublished Master’s Thesis). Social Sciences Institute, Kahramanmaraş Sütçü İmam University, Kahramanmaraş, Turkey.
35. Ministry of National Education (2019). National Education Statistics: Formal Education 2018/2019. Retrived from http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_20 19.pdf
36. Misra, R., & Castillo, L. G. (2004). Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11, 132-148. doi: 10.1037/1072- 5245.11.2.132
37. Nguyen DT, Wright EP, Dedding C, Pham TT, and Bunders J (2019). Low Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation in Vietnamese Secondary School Students: A Cross- Sectional Study. Frontiers in Psychiatry, 10, 698. doi: 10.3389/fpsyt.2019.00698
38. Oral, A. (1994). Source of stress and coping stretegies during adolescence. (Unpublished Master’s Thesis). Graduate School of Social Sciences. Middle East Technical University, Ankara, Turkey.
39. Özdemir, Y., & Özdemir, M. (2015). Eğitim stresi ve benlik saygısının ortaokul öğrencilerinin okul tükenmişliği üzerindeki doğrudan ve dolaylı etkileri [Direct and indirect effect of educational stess and self-esteem on school burnout among secondary school students]. Adnan Menderes University Journal of Educational Science, 2, 1-10.
40. Organization for Economic Cooperation and Development (OECD, [2019]). The Programme for International Student Assessment (PISA) Results from PISA 2018. https://www.oecd.org/pisa/publications/PISA2018_CN_TUR.pdf (12.04.2019) Retrived from
41. Parmar, P., & Rohner, R. P. (2010). Perceived teacher and parental acceptance and behavioral control, school conduct, and psychological adjustment among school-going adolescents in India. Cross-Cultural Research, 44, 253-265. doi:10.1177/1069397110367613
42. Pianta, R. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
43. Preacher, K. J., & Hayes, A. F. (2008). Contemporary approaches to assessing mediation in communication research. In A. F. Hayes, M. D. Slater, & L. B. Snyder (Eds.), The Sage sourcebook of advanced data analysis methods for communication research (pp. 13-54). Thousand Oaks, CA: Sage.
44. Putwain, D. 2007. Researching academic stress and anxiety in students: Some methodological considerations. British Educational Research Journal 33, 207–219. doi:10.1080/01411920701208258
45. Rohner, R. P. (2004). The parental “acceptance–rejection syndrome”: Universal correlates of perceived rejection. American Psychologist, 59, 830–840. doi:10.1037/ 0003-066X.59.8.830
46. Rohner, R. P. (2005a). Grossary of significant concepts in parental acceptance-rejection theory. In R. P. Rohner & A. Khaleque (Eds.), Handbook for the study of parental acceptance and rejection (4th ed., pp. 379– 397). Storrs, CT: Rohner Research.
47. Rohner, R. P. (2005b). Teacher acceptance-rejection/control questionnaire (TARQ/ Control): Test manual. In R. P. Rohner & A. Khaleque (Eds.), Handbook for the study of parental acceptance and rejection (4th ed., pp. 327–334). Storrs, CT: Rohner Research.
48. Rohner, R. P. (2010). Perceived teacher acceptance, parental acceptance, and the adjustment, achievement, and behavior of school-going youth internationally. Cross-Cultural Research, 44, 211-221. doi:10.1177/1069397110366849
49. Rohner, E. C., Chaille, C., & Rohner, R. P. (1980). Perceived parental acceptance-rejection and the development of children's locus of control. Journal of Psychology, 104, 83-86.
50. Rohner, R. P., Cournoyer, D., & Khaleque, A. (2007). Basic principles of parenting. Contemporary Family, 1, 16- 17.
51. Rohner, R. P., & Khaleque, A. (2005). Personality assessment questionnaire (PAQ): Test manual. In R. P. Rohner & A. Khaleque (Eds.), Handbook for the study of parental acceptance and rejection (4th ed., pp. 187– 226). Storrs, CT: Rohner Research.
52. Rohner, R. P., Khaleque, A., & Cournoyer, D. E. (2005). Parental acceptance-rejection theory, methods, evidence, and impliactions. In R. P. Rohner & A. Khaleque (Eds.), Handbook for the study of parental acceptance and rejection (4th ed., pp. 1–37). Storrs, CT: Rohner Research.
53. Rohner, R. P., Khaleque, A., Elias, S., & Sultana, S. (2010). The relationship between perceived teacher and parental acceptance, school conduct, and the psychological adjustment of Bangladeshi adolescents. Cross-Cultural Research, 44, 239-252. doi:10.1177/1069397110366900
54. Stark, L. J., Spinto, A., Williams, C. A., & Guevremont, D. C. (1989). Common problems and coping strategies: Findings with normal adolescents. Journal of Abnormal Child Psychology, 17, 203-212.
55. Sun, J., Dunne, P. M., Hou, X., & Xu, X. (2011). Educational stress scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 26, 534-546. doi:10.1177/0734282910394976
56. Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2013). Educational stress among Chinese adolescents: individual, family, school and peer influences, Educational Review, 65, 284-302. doi: 10.1080/00131911.2012.659657
57. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Pearson Education.
58. Tulviste, T., & Rohner, R. P. (2010). Relationships among perceived teachers and parental behavior, and adolescent outcomes in Estonia. Cross-Cultural Research, 44, 222-238. doi:10.1177/1069397110366797
59. Uskul, A.K., Hynie, M., & Lalonde, R. N. (2004). Interdependence as a mediator between culture and interpersonal closeness for Euro–Canadians and Turks. Journal of Cross-Cultural Psychology, 35, 174
60. Xie, L.N. 2007. Study on learning stress, social support and their relationship among senior high school students: An ınvestigation of two senior high schools in hennan province (Unpublished Master’s Thesis). East Huadong Normal University, China.
61. Varan, A. (2003). EKAR kuramı değerlendirme araçlarının Türkiye güvenirlik ve geçerlik çalışması [Reliability and validity study of the Turkish version of IPARTheory’s measures](Unpublished study). Ege University, Department of Psychiatry, Turkey.
62. Yener, N. (2005). Çocukların algıladıkları ebeveyn kabul veya reddinin okul başarısı ve okul uyumu ile ilişkisi [The relationship between perception of parental acceptance-rejection, school achievement and school adaptation of children] (Unpublished Master’s Thesis). Ege University, Social Science Institute, İzmir, Turkey.
63. Yetim, N. (2014). Ortaöğretim öğrencilerinde yansıtıcı düşünme becerisi, akademik stres düzeyi ve yabancı dil dersi akademik başarısı ilişkisi [The relationship between reflective thinking skills, academic stress level and academic achievement in foreign language course in secondary school students](Unpublished Master’s Thesis). Institute of Education Sciences, Gazi Osman Paşa University, Tokat, Turkey.
64. Yıldırım, S., & Erkman, F. (2008). Validity, reliability, and partial norm study of the Turkish Teacher Acceptance-Rejection/Control Questionnaire: Child, Short Form. In F. Erkman (Ed.), Acceptance: The essence of peace (pp. 257-273). Istanbul, Turkey: Turkish Psychology Association.
65. Zhao, L.X., & Yuan, L. (2006). Investigation on the current status of acadmic stress among secondary school students. Journal of Tianjin Academy of Educational Science 67, 18-21.