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Benlik Saygısı ve Okul Tükenmişliği Arasındaki İlişkide Öz Düzenlemenin Doğrudan ve Dolaylı Rolü

Yıl 2016, Cilt: 6 Sayı: 45, 51 - 64, 01.01.2016

Öz

Bu çalışmanın amacı, ergenlerin benlik saygısı ve okul tükenmişliği üzerinde öz düzenleme davranışlarının doğrudan ve dolaylı rolünün incelenmesidir. Çalışmanın verileri,9 ile 12. Sınıfları kapsayan 280 kız 192 erkek olmak üzere toplam 472 lise öğrencisinden toplanmıştır. Öğrencilere, Benlik Saygısı Ölçeği, Schaufeli, Martìnez, Pinto, Salanova ve Bakker (2002) tarafından geliştirilen Maslach Tükenmişlik Ölçeği, Tuckman, Abry ve Smith, (2002) tarafından geliştirilen Öz Düzenleme Ölçeği uygulanmıştır. Veriler yapısal eşitlik modeli çerçevesinde analiz edilmiştir. Modelin uyum değerleri kabul edilebilir düzeye ulaşmıştır. Sonuçta, öz düzenlemenin, benlik saygısı ile okul tükenmişliği arasında hem doğrudan ve hem de dolaylı rolü olduğu saptanmıştır. Bu sonuçlar alan yazın kapsamında tartışılmıştır.


Kaynakça

  • Adabel, L. ve Benjamin L. H. (2009). Insecure attachment, dysfunctional attitudes, and low self-esteem predicting prospective symptoms of depression and anxiety during adolescence. Journal of Clinical Child and Adolescent Psychology, 38(2), 219-231.
  • Anderson, J. C. ve Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 423-441.
  • Aypay, A. ve Eryılmaz, A. (2011). Lise öğrencilerinin derse katılmaya motive olmaları ile okul tükenmişliği arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 26-44.
  • Balkıs, M., Duru, E., Buluş, M. ve Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 151- 165.
  • Barber, B. K., Stolz, H. E. ve Olsen, J. A. (2005). Parental support, psychological control and behavioralcontrol: Assessing relevance across time, culture and method. Monographs of the Society for Research in Child, 70(4), 1-13.
  • Baumeister, R. F. ve Vohs, K. D. (2003). Self-regulation and the executive function of the self. M. R. Leary ve J. P. Tangney (Ed.), Handbook of Self and Identity içinde (s. 197-217). New York: Guilford.
  • Bilge, F., Tuzgöl- Dost, M. ve Çetin, B. (2014). Lise öğrencilerinde tükenmişliği ve okul bağlılığını etkileyen faktörler: Çalışma alışkanlıkları, yetkinlik inancı ve akademik başarı. Kuram ve Uygulamada Eğitim Bilimleri, Educational Sciences: Theory and Practice,14(5), 1-19.
  • Bronson, M. B. (2000). Self-regulation in early childhood. New York NY: Guilford Press.
  • Borkowski, J. G., Carr, M., Rellinger, E. ve Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. Dimensions of Thinking and Cognitive Instruction, 1, 53-92.
  • Brown, J. D. ve Mankowski, T. A. (1993). Self-esteem, mood, and self evaluation: Changes in mood and way you see you. Journal of Personality and Social Psychology, 64(3), 421-430.
  • Butler, S. K. ve Constantine, M. G. (2005). Collective self-esteem and burnout in professional school counselors. Professional School Counseling, 9(1), 55-62.
  • Carver, C. S. (2003). Pleasure as a sign you can attend to something else: Placing positive feelings within a general model of affect. Cognition and Emotion, 17, 241-261.
  • Cole, D. A., Peeke, L., Dolezal, S., Murray, N. ve Canzoniero, A. (1999). A longitudinal study of negative affect and self-perceived competence in young adolescents. Journal of Personality and Social Psychology, 77, 851- 862.
  • Crocker, J., Sommers, S. ve Luhtanen, R. (2002). Hopes dashed and dreams fulfilled: Contingencies of self-worth in the graduate school admissions process. Personality and Social Psychology Bulletin, 28(9), 1275-1286.
  • Crystal, D., Chen, C., Fuligni, A. J., Stevenson, H. W., Hsu, C. C., Ko, H. J, Kitamura, S. ve Kimura, S. (1994). Psychological maladjustment and academic achievement: A cross-cultural study of Japanese, Chinese, and American high school students. Child Development, 65(3), 738-763.
  • Çuhadaroğlu, F. (1986). Adolesanlarda benlik saygısı (Yayınlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi, Ankara.
  • Dahlin, M., Joneborg, N. ve Runeson, B. (2007). Performance-based self-esteem and burnout in a cross-sectional study of medical students. Medical Teacher, 29(1), 43-48.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G. ve Ryan, R. M. (1991). Motivation and education: The selfdetermination perspective. The Educational Psychologist, 26(3-4), 325-346.
  • Duru, E., Balkıs, M., Buluş, M. ve Duru, S. (2009, Ekim). Öğretmen adaylarında akademik erteleme eğiliminin yordanmasında öz düzenleme, akademik başarı ve demografik değişkenlerin rolü. 18. Eğitim Bilimleri Kongresi’nde sunulmuş sözlü bildiri, İzmir.
  • Duru, E. Duru, S. ve Balkıs, M. (2014). Tükenmişlik, akademik başarı ve öz düzenleme arasındaki ilişkilerin analizi. Kuram ve Uygulamada Eğitim Bilimleri. Educational Sciences: Theory and Practice, 14(4), 1263- 1284.
  • Frazier, P. A., Tix, A. P. ve Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115-134.
  • Gerard, J. M. ve Buehler, C. (2004). Cumulative environmental risk and youth maladjustment: The role of youth attributes. Child Development, 75(6), 1832-1849.
  • Hau, K. T. ve Marsh, H. W. (2004). The use of item parcels in structural equation modelling: Non‐normal data and small sample sizes. British Journal of Mathematical and Statistical Psychology, 57(2), 327-351.
  • Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. J. Juvonen ve K. R. Wentzel (Ed.), Social Motivation: Understanding Children’s School Adjustment içinde (s.11-42). New York: Cambridge University Press.
  • Hu, L. ve Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Jöreskog, K. G. ve Sörbom, D. (2004). LISREL (Version 8.71) [Computer software]. Lincolnwood, IL: Scientific Software International Inc.
  • Kapıkıran, Ş. (2012). Validity and reliability of the academic resilience scale in Turkish high school. Education, 132(3), 474-484.
  • Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerlik: Ortaokul ve lise öğrencileri. Ege Eğitim Dergisi, 17(1), 62-83.
  • Koestner, R., Taylor , G., Losier, G. F. ve Fichman, L. (2010). Self-regulation and adaptation during and after college: A one-year rospective study. Personality and Individual Differences, 49(8), 869-873
  • Kosson, D. S. ve Newman, J. P. (1989). Socialization and attentional deficits under focusing and divided attention conditions. Journal of Personality and Social Psychology, 57(1), 87-99.
  • Kutsal, D. ve Bilge, F. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri (A Study on the burnout and social support levels of high school students). Education, 37(164), 283-297.
  • Luo, Y., Wang, Z., Zhang, H., Chen, A. ve 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.
  • Martin, A. J. ve Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
  • Masi, G., Sbrana, B., Poli, P., Tomaiuolo, F., Favilla, L. ve Marcheschi, M. (2000). Depression and school functioning in non-referred adolescents: A pilot study. Child Psychiatry and Human Development, 30(3), 161-171.
  • Maslach, C., Schaufeli, W. B. ve Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422.
  • Maxwell, J. P. (1989). Mediation in the schools: Self‐regulation, self‐esteem, and self‐discipline. Mediation Quarterly, 7(2), 149-155.
  • McFarlin, D. B., Baumeister, R. F. ve Blascovich, J. (1984). On knowing when to quit: Task failure, self‐esteem, advice, and nonproductive persistence. Journal of Personality, 52(2), 138-155.
  • Mischel, W., Shoda, Y. ve Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687-696.
  • Murberg, T. A. ve Bru, E. (2004). School-related stress and psychosomatic symptoms among Norwegian adolescents. School Psychology International, 25(3), 317-332.
  • Nasser-Abu Alhija, F. ve Wisenbaker, J. (2006). A Monte Carlo study investigating the impact of item parceling strategies on parameter estimates and their standard errors in CFA. Structural Equation Modeling, 13(2), 204-228.
  • Nota, L., Soresi, S. ve Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215.
  • Pajares, F., Britner, S. L. ve Valiante, G. (2000). Relation between achievement goals and self-beliefs of middleschool students in writing and science. Contemporary Educational Psychology, 25(4), 406-422.
  • Salmela-Aro, K., Näätänen, P. ve Nurmi, J. E. (2004). The role of work-related personal projects during two burnout interventions: A longitudinal study. Work and Stress, 18(3), 208-230.
  • Saunders, J., Davis, L., Williams, T. ve Williams, J. H. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33(1), 81-90.
  • Schaufeli, W. B., Martìnez, I. M., Pinto, A. M., Salanova, M. ve Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-cultural Psychology, 33(5), 464-481.
  • Schmitt, D. P. ve Allik, J. (2005). Simultaneous administration of the Rosenberg self-esteemscale in 53 nations: exploring the universal and culture-specific features of global self esteem. Journal of Personality and Social Psychology, 89(4), 623-642.
  • Seroczynski, A. D., Cole, D. A. ve Maxwell, S. E. (1997). Cumulative and compensatoryeffects of competence and incompetence on depressive symptoms in children. Journal of Abnormal Psychology, 106(4), 586-587.
  • Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13(1982), 290-312.
  • Sungur, S. ve Güngören, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
  • Taylor, S. E. ve Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mentalhealth. Psychological Bulletin, 103(2), 193-210
  • Tian, L., Liu, B., Huang, S. ve Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113(3), 991-1008.
  • Virtanen, T. E., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M. ve Kuorelahti, M. (2016). Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement. Journal for Educational Research Online/Journal für Bildungsforschung Online, 8(2), 136- 157.
  • Wegner, D. M, Schneider, D. J., Carter, S. R. ve White, T. L. (1987). Paradoxical effects of thought suppression. Journal of Personality and Social Psychology, 53, 5-13.
  • Zhang, Y., Gan, Y. ve 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.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. M. Boekaerts, P. Pintrich, ve M. Zeodmer (Ed.), Handbook of Self-Regulation içinde (s. 13-39). San Diego: Academic Press.
  • Zimmerman, B. J. ve Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.
  • Zimmerman, B. J. ve Pons, M. M. (1986). Development of a structured interview for assessing student use of selfregulated learning strategies. American Educational Research Journal, 23(4), 614-628.
Yıl 2016, Cilt: 6 Sayı: 45, 51 - 64, 01.01.2016

Öz

Kaynakça

  • Adabel, L. ve Benjamin L. H. (2009). Insecure attachment, dysfunctional attitudes, and low self-esteem predicting prospective symptoms of depression and anxiety during adolescence. Journal of Clinical Child and Adolescent Psychology, 38(2), 219-231.
  • Anderson, J. C. ve Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 423-441.
  • Aypay, A. ve Eryılmaz, A. (2011). Lise öğrencilerinin derse katılmaya motive olmaları ile okul tükenmişliği arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 26-44.
  • Balkıs, M., Duru, E., Buluş, M. ve Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 151- 165.
  • Barber, B. K., Stolz, H. E. ve Olsen, J. A. (2005). Parental support, psychological control and behavioralcontrol: Assessing relevance across time, culture and method. Monographs of the Society for Research in Child, 70(4), 1-13.
  • Baumeister, R. F. ve Vohs, K. D. (2003). Self-regulation and the executive function of the self. M. R. Leary ve J. P. Tangney (Ed.), Handbook of Self and Identity içinde (s. 197-217). New York: Guilford.
  • Bilge, F., Tuzgöl- Dost, M. ve Çetin, B. (2014). Lise öğrencilerinde tükenmişliği ve okul bağlılığını etkileyen faktörler: Çalışma alışkanlıkları, yetkinlik inancı ve akademik başarı. Kuram ve Uygulamada Eğitim Bilimleri, Educational Sciences: Theory and Practice,14(5), 1-19.
  • Bronson, M. B. (2000). Self-regulation in early childhood. New York NY: Guilford Press.
  • Borkowski, J. G., Carr, M., Rellinger, E. ve Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. Dimensions of Thinking and Cognitive Instruction, 1, 53-92.
  • Brown, J. D. ve Mankowski, T. A. (1993). Self-esteem, mood, and self evaluation: Changes in mood and way you see you. Journal of Personality and Social Psychology, 64(3), 421-430.
  • Butler, S. K. ve Constantine, M. G. (2005). Collective self-esteem and burnout in professional school counselors. Professional School Counseling, 9(1), 55-62.
  • Carver, C. S. (2003). Pleasure as a sign you can attend to something else: Placing positive feelings within a general model of affect. Cognition and Emotion, 17, 241-261.
  • Cole, D. A., Peeke, L., Dolezal, S., Murray, N. ve Canzoniero, A. (1999). A longitudinal study of negative affect and self-perceived competence in young adolescents. Journal of Personality and Social Psychology, 77, 851- 862.
  • Crocker, J., Sommers, S. ve Luhtanen, R. (2002). Hopes dashed and dreams fulfilled: Contingencies of self-worth in the graduate school admissions process. Personality and Social Psychology Bulletin, 28(9), 1275-1286.
  • Crystal, D., Chen, C., Fuligni, A. J., Stevenson, H. W., Hsu, C. C., Ko, H. J, Kitamura, S. ve Kimura, S. (1994). Psychological maladjustment and academic achievement: A cross-cultural study of Japanese, Chinese, and American high school students. Child Development, 65(3), 738-763.
  • Çuhadaroğlu, F. (1986). Adolesanlarda benlik saygısı (Yayınlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi, Ankara.
  • Dahlin, M., Joneborg, N. ve Runeson, B. (2007). Performance-based self-esteem and burnout in a cross-sectional study of medical students. Medical Teacher, 29(1), 43-48.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G. ve Ryan, R. M. (1991). Motivation and education: The selfdetermination perspective. The Educational Psychologist, 26(3-4), 325-346.
  • Duru, E., Balkıs, M., Buluş, M. ve Duru, S. (2009, Ekim). Öğretmen adaylarında akademik erteleme eğiliminin yordanmasında öz düzenleme, akademik başarı ve demografik değişkenlerin rolü. 18. Eğitim Bilimleri Kongresi’nde sunulmuş sözlü bildiri, İzmir.
  • Duru, E. Duru, S. ve Balkıs, M. (2014). Tükenmişlik, akademik başarı ve öz düzenleme arasındaki ilişkilerin analizi. Kuram ve Uygulamada Eğitim Bilimleri. Educational Sciences: Theory and Practice, 14(4), 1263- 1284.
  • Frazier, P. A., Tix, A. P. ve Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115-134.
  • Gerard, J. M. ve Buehler, C. (2004). Cumulative environmental risk and youth maladjustment: The role of youth attributes. Child Development, 75(6), 1832-1849.
  • Hau, K. T. ve Marsh, H. W. (2004). The use of item parcels in structural equation modelling: Non‐normal data and small sample sizes. British Journal of Mathematical and Statistical Psychology, 57(2), 327-351.
  • Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. J. Juvonen ve K. R. Wentzel (Ed.), Social Motivation: Understanding Children’s School Adjustment içinde (s.11-42). New York: Cambridge University Press.
  • Hu, L. ve Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Jöreskog, K. G. ve Sörbom, D. (2004). LISREL (Version 8.71) [Computer software]. Lincolnwood, IL: Scientific Software International Inc.
  • Kapıkıran, Ş. (2012). Validity and reliability of the academic resilience scale in Turkish high school. Education, 132(3), 474-484.
  • Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerlik: Ortaokul ve lise öğrencileri. Ege Eğitim Dergisi, 17(1), 62-83.
  • Koestner, R., Taylor , G., Losier, G. F. ve Fichman, L. (2010). Self-regulation and adaptation during and after college: A one-year rospective study. Personality and Individual Differences, 49(8), 869-873
  • Kosson, D. S. ve Newman, J. P. (1989). Socialization and attentional deficits under focusing and divided attention conditions. Journal of Personality and Social Psychology, 57(1), 87-99.
  • Kutsal, D. ve Bilge, F. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri (A Study on the burnout and social support levels of high school students). Education, 37(164), 283-297.
  • Luo, Y., Wang, Z., Zhang, H., Chen, A. ve 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.
  • Martin, A. J. ve Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
  • Masi, G., Sbrana, B., Poli, P., Tomaiuolo, F., Favilla, L. ve Marcheschi, M. (2000). Depression and school functioning in non-referred adolescents: A pilot study. Child Psychiatry and Human Development, 30(3), 161-171.
  • Maslach, C., Schaufeli, W. B. ve Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422.
  • Maxwell, J. P. (1989). Mediation in the schools: Self‐regulation, self‐esteem, and self‐discipline. Mediation Quarterly, 7(2), 149-155.
  • McFarlin, D. B., Baumeister, R. F. ve Blascovich, J. (1984). On knowing when to quit: Task failure, self‐esteem, advice, and nonproductive persistence. Journal of Personality, 52(2), 138-155.
  • Mischel, W., Shoda, Y. ve Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687-696.
  • Murberg, T. A. ve Bru, E. (2004). School-related stress and psychosomatic symptoms among Norwegian adolescents. School Psychology International, 25(3), 317-332.
  • Nasser-Abu Alhija, F. ve Wisenbaker, J. (2006). A Monte Carlo study investigating the impact of item parceling strategies on parameter estimates and their standard errors in CFA. Structural Equation Modeling, 13(2), 204-228.
  • Nota, L., Soresi, S. ve Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215.
  • Pajares, F., Britner, S. L. ve Valiante, G. (2000). Relation between achievement goals and self-beliefs of middleschool students in writing and science. Contemporary Educational Psychology, 25(4), 406-422.
  • Salmela-Aro, K., Näätänen, P. ve Nurmi, J. E. (2004). The role of work-related personal projects during two burnout interventions: A longitudinal study. Work and Stress, 18(3), 208-230.
  • Saunders, J., Davis, L., Williams, T. ve Williams, J. H. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33(1), 81-90.
  • Schaufeli, W. B., Martìnez, I. M., Pinto, A. M., Salanova, M. ve Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-cultural Psychology, 33(5), 464-481.
  • Schmitt, D. P. ve Allik, J. (2005). Simultaneous administration of the Rosenberg self-esteemscale in 53 nations: exploring the universal and culture-specific features of global self esteem. Journal of Personality and Social Psychology, 89(4), 623-642.
  • Seroczynski, A. D., Cole, D. A. ve Maxwell, S. E. (1997). Cumulative and compensatoryeffects of competence and incompetence on depressive symptoms in children. Journal of Abnormal Psychology, 106(4), 586-587.
  • Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13(1982), 290-312.
  • Sungur, S. ve Güngören, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
  • Taylor, S. E. ve Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mentalhealth. Psychological Bulletin, 103(2), 193-210
  • Tian, L., Liu, B., Huang, S. ve Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113(3), 991-1008.
  • Virtanen, T. E., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M. ve Kuorelahti, M. (2016). Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement. Journal for Educational Research Online/Journal für Bildungsforschung Online, 8(2), 136- 157.
  • Wegner, D. M, Schneider, D. J., Carter, S. R. ve White, T. L. (1987). Paradoxical effects of thought suppression. Journal of Personality and Social Psychology, 53, 5-13.
  • Zhang, Y., Gan, Y. ve 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.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. M. Boekaerts, P. Pintrich, ve M. Zeodmer (Ed.), Handbook of Self-Regulation içinde (s. 13-39). San Diego: Academic Press.
  • Zimmerman, B. J. ve Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.
  • Zimmerman, B. J. ve Pons, M. M. (1986). Development of a structured interview for assessing student use of selfregulated learning strategies. American Educational Research Journal, 23(4), 614-628.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Şahin Kapıkıran

Metin Yaşar

Necla Acun Kapıkıran

Yayımlanma Tarihi 1 Ocak 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 6 Sayı: 45

Kaynak Göster

APA Kapıkıran, Ş., Yaşar, M., & Acun Kapıkıran, N. (2016). Benlik Saygısı ve Okul Tükenmişliği Arasındaki İlişkide Öz Düzenlemenin Doğrudan ve Dolaylı Rolü. Turkish Psychological Counseling and Guidance Journal, 6(45), 51-64.

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