School Burnout in Middle School Students: Role of Problem Solving Skills, Peer Relations and Perceived School Experiences

Yıl 2022, Cilt: 9 Sayı: 2, 340 - 352, 26.03.2022

Gökhan Güler , Ahmet Bedel

Öz

Purpose: The purpose of this study is to examine the relationships between middle school students' school burnout, problem-solving skills, peer relationships, and perceived school experiences and to determine the predictive power of perceived school experiences, problem-solving skills, and peer relationships on academic burnout. Method: The research was created based on the survey model. The sample of the study composed of 2538 secondary school students (1257 girls and 1281 boys) who attended ten official secondary schools during the 2018-2019 academic year. In the research, “Elementary School Student Burnout Scale for Grades 6-8”, “Problem Solving Inventory for Children at the Level of Primary Education”, “Peer Relationship Scale” and “Perceived School Experiences Scale” were used. Pearson Product Moment Correlation Analysis and Multiple Hierarchical Regression Analysis were used for the statistical analysis of the study. "p≤.05" was considered as the significance level for the study. Findings: According to the study results, it was determined that there are significant relationships between the predicted variable and the predictor variables. Significant predictors of the school burnout score were determined to be variables of gender and age, school engagement, academic motivation, confidence in problem-solving skills, self-control, avoidance, self-disclosure and loyalty subscales, respectively. Implications for Research and Practice: The importance of including activities related to protective factors in individual and group counselling services planned to prevent or reduce students' school burnout was emphasized. Risk factors that may affect school burnout are discussed and recommendations are made for further research.

Anahtar Kelimeler

Middle school students, school burnout, problem-solving skills, peer relations, perceived school experience

Kaynakça

• Adhiambo, W. M., Odwar, A. J., & Mildred, A. A. (2016). The relationship between school burnout, gender and academic achievement amongst secondary school students in Kisumu East Subcounty Kenya. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 7(5), 326-331.
• Akın, A., & Sarıçam, H. (2014). Okul deneyimleri ölçeği türkçe formu: Geçerlik ve güvenirlik çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (36), 77-86. http:/dx.doi.org/10.9779/PUJE646
• Akın, U. (2015). Do school experiences predict life satisfaction in Turkish college students? International Online Journal of Educational Sciences, 7(1), 87-96.
• Anderson-Butcher, D., Amorose, A., Iachini, A., & Ball, A. (2012). The development of the perceived school experiences scale. Research on Social Work Practice, 22(2), 186-194.
• Avara, K. (2015). Ortaöğretim öğrencilerinde akademik güdülenmenin yordayıcısı olarak akademik öz-yeterlik, kariyer kararı yetkinlik beklentisi ve okul tükenmişliği (Yayınlanmamış yüksek lisans tezi). Mevlana Üniversitesi, Konya.
• Aypay, A. (2017). A positive model for reducing and preventing school burnout in high school students. Educational Sciences: Theory and Practice, 17(4), 1345-1359. https://doi.org/10.12738/estp.2017.4.0173
• Aypay, A. (2018). Ceza hassasiyetinin okula yönelik duygu ve okul tükenmişliği ile ilişkisi. Kuram ve Uygulamada Eğitim Yönetimi, 24(2), 221-246. https://doi.org/10.14527/kuey.2018.006
• Aypay, A. (2011). Elementary school student burnout scale for grades 6-8: A study of validity and reliability. Educational Sciences: Theory & Practice, 11(2), 520-527.
• Bahçecitapar, M., & Aktaş, S. (2017). Use of linear mixed model in multicollinearity and an application. Sakarya University Journal of Science, 21(6), 1349-1359. https://doi.org/10.16984/saufenbilder.310730
• Bal, P. N., & Bilge, Y. (2017). The effect of group counseling program on dealing with school exhaustion of 7th grade students. Journal of Education and Practice, 8(24), 72-81.
• Bal, P. N.., & Kaya, C. (2017). The effect of solution focused group counseling program on dealing with school exhaustion of 6th grade students. The Journal of International Social Research, 10(51), 769-777.
• Baş, G. (2012). İlköğretim öğrencilerinde tükenmişlik: Farklı değişkenler açısından bir değerlendirme. Journal of European Education, 2(2), 31-46.
• Başol, G., & Zabun, E. (2014). The predictors of success in Turkish high school placement exams: Exam prep courses, perfectionism, parental attitudes and test anxiety. Educational Sciences: Theory & Practice, 14(1), 78-87.
• Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11(1), 7-10. https://doi.org/10.1111/1467-8721.00157
• Berndt, T. J., & Keefe, K. (1995). Friends' influence on adolescents' adjustment to school. Child Development, 66(5), 1312-1329. https://doi.org/10.1111/j.1467-8624.1995.tb00937.x
• Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı (11. bs.). Pegem Akademi.
• Chang, E., Lee, A., Byeon, E., & Lee, S. M. (2015). Role of motivation in the relation between perfectionism and academic burnout in Korean students. Personality and Individual Differences, 82, 221-226.
• Çam, Z., & Öğülmüş, S. (2019). From work life to school: Theoretical approaches for school burnout. Current Approaches in Psychiatry, 11(1), 80-99. https://doi.org/10.18863/pgy.392556
• Demirel, Z., & Afat, N. (2018, Haziran-Temmuz). Özel yetenekli ortaokul öğrencilerinde okul tükenmişliğinin değerlendirilmesi. ERPA International Congresses on Education sunulan bildiri, İstanbul, Türkiye. Erişim adresi https://www.erpacongress.com/upload/dosya/erpa-2018-e-book-of-proceedings-2018_v3_15b647f0310d09.pdf
• Durmuş, E., Aypay, A., & Aybek, E. C. (2017). Okul tükenmişliğini önlemede ebeveyn izlemesi ve olumlu okul iklimi. Kuram ve Uygulamada Eğitim Yönetimi, 23(3), 355-386.
• D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: Theory, research, and training. In E. C. Chang, T. J. D’Zurilla & L. J. Sanna (Eds.), Social problem solving: Theory and assessment (pp. 10-27). American Psychological Association.
• Eskin, M. (2014). Sorun çözme terapisi: Kuram, araştırma, uygulama (3. bs.). HYB Basım Yayın.
• Fan, F. (2000). A stress and coping survey among university students. Youth Studies, 9(6), 40-45.
• 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. https://doi.org/10.1016/j.ijer.2017.04.001
• Goldstein, S. E., Boxer, P., & Rudolph, E. (2015). Middle school transition stress: Links with academic performance, motivation, and school experiences. Contemporary School Psychology, 19(1), 21-29. https://doi.org/10.1007/s40688-014-0044-4
• Hafen, C. A., Laursen, B., Nurmi, J. E., & Salmela-Aro, K. (2013). Bullies, victims, and antipathy: The feeling is mutual. Journal of Abnormal Child Psychology, 41(5), 801-809. https://doi.org/10.1007/s10802-013-9720-5
• Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150-161. https://doi.org/10.1016/j.lindif.2018.11.011
• Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem- solving ınventory. Journal of Counseling Psychology, 29(1), 66-75. https://doi.org/10.1037/0022- 0167.29.1.66
• Kaner, S. (2000). Akran İlişkileri Ölçeği ve Akran Sapması Ölçeği geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 33(1), 77-89. https://doi.org/10.1501/Egifak_0000000024
• Karasar, N. (2020). Bilimsel araştırma yöntemi: Kavramlar ilkeler teknikler (35. bs.). Nobel.
• Kaya, F., Erdoğan, R., & Çağlayan, Y. (2014). Üstün zekâlı ve yetenekli öğrencilerin okul yaşam kaliteleri ve arkadaşlık ilişkilerinin karşılaştırılması. Türk Üstün Zekâ ve Eğitim Dergisi, 4(2), 107-125.
• Kızıldağ, S., Demirtaş-Zorbaz, S., & Zorbaz, O. (2017). School engagement of high school students. Education and Science, 42(189), 107-119. https://doi.org/10.15390/EB.2017.6740
• Kim, B., Kim, E., & Lee, S. M. (2017). Examining longitudinal relationship among effort reward imbalance, coping strategies and academic burnout in Korean middle school students. School Psychology International, 38(6), 628-646. https://doi.org/10.1177/0143034317723685
• Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between social support and student burnout: A meta‐analytic approach. Stress and Health, 34(1), 127-134. https://doi.org/10.1002/smi.2771
• Kinnunen, J. M., Lindfors, P., Rimpelä, A., Salmela-Aro, K., Rathmann, K., Perelman, J., Federico, B., Richter, M., Kunst, A. E., & Lorant, V. (2016). Academic well-being and smoking among 14-to 17-year-old school children in six European cities. Journal of Adolescence, 50, 56-64. https://doi.org/10.1016/j.adolescence.2016.04.007
• Kiuru, N., Aunola, K., Nurmi, J. E., Leskinen, E., & Salmela-Aro, K. (2008). Peer group influence and selection in adolescents' school burnout: A longitudinal study. Merrill-Palmer Quarterly, 54(1), 23-55.
• Laursen, B., Bukowski, W. M., Nurmi, J. E., Marion, D., Salmela-Aro, K., & Kiuru, N. (2010). Opposites detract: Middle school peer group antipathies. Journal of Experimental Child Psychology, 106(4), 240-256. https://doi.org/10.1016/j.jecp.2010.03.001
• Lee, B., Park, G., Oh, Y., & Kim, T. (2017). The effects of secondary students' emotional ıntelligence on academic burnouts and antisocial tendencies. Research Center for Korea Youth Culture, 51, 129- 155. https://doi.org/10.17854/ffyc.2017.07.51.129
• Lee, J., Puig, A., Lea, E., & Lee, S. M. (2013). Age‐related differences in academic burnout of Korean adolescents. Psychology in the Schools, 50(10), 1015-1031. https://doi.org/10.1002/pits.21723
• Lee, M. Y., & Lee, S. M. (2018). The effects of psychological maladjustments on predicting developmental trajectories of academic burnout. School Psychology International, 39(3), 217–233. https://doi.org/10.1177/0143034318766206
• Lee, M., Lee, T., & Lee, S. M. (2021). Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model. Journal of Psychologists and Counsellors in Schools, 1-12. https://doi.org/10.1017/jgc.2021.24
• Luo, Y., Wang, Z., Zhang, H., Chen, A., & Quan, S. (2016). The effect of perfectionism on school burnout among adolescence: The mediator of self-esteem and coping style. Personality and Individual Differences, 88, 202-208. https://doi.org/10.1016/j.paid.2015.08.056
• No, F., Sam, C., & Hirakawa, Y. (2012). Revisiting primary school dropout in rural Cambodia. Asia Pacific Education Review, 13(4), 573-581. https://doi.org/10.1007/s12564-012-9220-2
• Özdemir, Y. (2015). Ortaokul öğrencilerinde okul tükenmişliği: Ödev, okula bağlılık ve akademik motivasyonun rolü. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(1), 27-35. Payne, N. (2001). Occupational stressors and coping as determinants of burnout in female hospice nurses. Journal of Advanced Nursing, 33(3), 396-405. https://doi.org/10.1046/j.1365- 2648.2001.01677.x
• Pilkauskaite-Valickiene, R., Zukauskiene, R., & Raiziene, S. (2011). The role of attachment to school and open classroom climate for discussion on adolescents’ school-related burnout. Procedia- Social and Behavioral Sciences, 15, 637-641. https://doi.org/10.1016/j.sbspro.2011.03.155
• Räsänen, T., Lintonen, T., Joronen, K., & Konu, A. (2015). Girls and boys gambling with health and well‐being in finland. Journal of School Health, 85(4), 214-222. https://doi.org/10.1111/josh.12246
• Rathmann, K., Heilmann, K., Moor, I., & Richter, M. (2017). School wellbeing, school type and tobacco use among adolescents: Results of the SILNE-Survey. Sucht, 62, 383-395. https://doi.org/10.1024/09395911/a000458
• Rimpelä, A., Kinnunen, J. M., Lindfors, P., Soto, V. E., Salmela-Aro, K., Perelman, J., Federico, B., & Lorant, V. (2020). Academic well-being and structural characteristics of peer networks in school. International Journal of Environmental Research and Public Health, 17(8), 2848.
• , L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316-1327.
• Salmela-Aro, K., & Tuominen-Soini, H. (2010). Adolescents’ life satisfaction during the transition to post-comprehensive education: Antecedents and consequences. Journal of Happiness Studies, 11(6), 683-701. https://doi.org/10.1007/s10902-009-9156-3
• Salmela-Aro, K., Upadyaya, K., Hakkarainen, K., Lonka, K., & Alho, K. (2017). The dark side of internet use: two longitudinal studies of excessive internet use, depressive symptoms, school burnout and engagement among Finnish early and late adolescents. Journal of Youth and Adolescence, 46(2), 343-357. https://doi.org/10.1007/s10964-016-0494-2
• 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. https://doi.org/10.1111/bjep.12018
• Seçer, İ., & Öztürk, Y. (2015, Haziran). Okul tükenmişliğinin akademik stres ve akademik güdülenme arasındaki aracı rolünün incelenmesi. II. Uluslararası Avrasya Eğitim Araştırmaları Kongresi’nde sunulan bildiri, Hacettepe Üniversitesi, Ankara, Türkiye. Erişim adresi https://ejercongress.org/pdf/BildiriKitab%C4%B12015.pdf
• Serin, O., Serin, N. B., & Saygılı, G. (2010). Developing problem solving ınventory for children at the level of primary education (PSIC). Elementary Education Online, 9(2), 446-458.
• Shin, H. J., Choi, H. J., Lee, M. Y., Noh, H. K., Kim, K. H., Jang, Y. J., & Lee, S.M. (2012). The effects of coping strategies on academic burnout: A short-term longitudinal study focused on suppression effects. The Korean Journal of School Psychology, 9(2), 289-309. https://doi.org/10.16983/kjsp.2012.9.2.289
• Shin, H. J., Kim, B. Y., Lee, M. Y., Noh, H. K., Kim, K. H., & Lee, S. M. (2011). A short-term longitudinal study of mental health and academic burnout among middle school students. The Korean Journal of School Psychology, 8(2), 133-152. https://doi.org/10.16983/kjsp.2011.8.2.133
• Shin, H. J., & Yu, K. L. (2014). Connectedness as a mediator of the relationship between academic stress and academic burnout. Korean Journal of Youth Studies, 21(1), 367-393.
• Shin, W. D. (2020). A study on effect of academic achievement pressure by professor an academic burnout with moderating effect on sense of self-control: Focused on female university students majoring in airline service. Journal of Tourism & Leisure Research, 32(1), 423-442. https://doi.org/10.31336/JTLR.2020.1.32.1.423
• Slivar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10(2), 21-32.
• Şahan, B., & Duy, B. (2017). Okul tükenmişliği: Öz-yeterlik, okula bağlanma ve sosyal desteğin yordayıcı rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 1249-1270. https://doi.org/10.17860/mersinefd.297590
• Vaquera, E., & Kao, G. (2008). Do you like me as much as ı like you? Friendship reciprocity and its effects on school outcomes among adolescents. Social Science Research, 37(1), 55-72. https://doi.org/10.1016/j.ssresearch.2006.11.002
• Walburg, V., Moncla, D., & Mialhes, A. (2015). Burnout among high-school students and cannabis use, consumption frequencies, abuse and dependence. In Child & Youth Care Forum, 44(1), 33-42. https://doi.org/10.1007/s10566-014-9268-8
• Walburg, V., Zakari, S., & Chabrol, H. (2014). Role of academic burnout in suicidal ideas among adolescents. Neuropsychiatr Enfance Adolesc, 62(1), 28-32. https://doi.org/10.1016/j.neurenf.2013.08.002
• 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.
• Wang, M. T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148-160. https://doi.org/10.1016/j.learninstruc.2018.06.003
• 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. https://doi.org/10.1016/j.ijedudev.2003.12.001
• Zhang, X., Klassen, R. M., & Wang, Y. (2013). Academic burnout and motivation of Chinese secondary students. International Journal of Social