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PARENTS' EMOTIONAL SUPPORT, SUBJECTIVE WELL-BEING, MASTERY GOAL ORIENTATION, AND SENSE OF BELONGING IN SCHOOL AS THE DETERMINANTS OF RESILIENCE AND ACHIEVEMENT IN HIGH SCHOOLS

Yıl 2021, Cilt: 25 Sayı: 1, 235 - 252, 05.04.2021

Süleyman Avcı , Mustafa Çakır

Öz

The main goal of this study is to determine whether parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school are significant predictors of high school students’ levels of resilience and academic achievement. The data from 6358 high school students evaluated within the scope of the 2018 International Student Evaluation Program (PISA) exam were used. In order to test predictions of a causal model explaining the impact of students’ perceptions of parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school on their academic resilience and achievement the relationships between the variables were examined through path analysis within the scope of structural equation
modeling. According to the model obtained, parents' emotional support is the external variable; academic success and resilience are the internal variable, belonging in the school, private well-being and target orientation tool variables. Parents' emotional support, belonging in the school, subjective well-being and mastery goal orientation together are significant predictors of academic resilience. The four variables together predict 21 percent of the variance in academic achievement. Parents' emotional support, mastery goal orientation and resilience are significant predictors of academic achievement. The three variables together predict 4 percent of the variance in academic achievement. Target orientation is a negative predictor. School belonging and subjective well-being are not direct predictors of academic success. However, both have indirect effects through resilience.

Anahtar Kelimeler

Parents subjective well-being mastery goal orientation sense of belonging in school academic achievement

Kaynakça

  • Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academıc resılıence: What schools and countrıes do to help dısadvantaged students succeed ın PISA OECD (No. 167). Working Paper.
  • Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-Family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
  • Alkire, S. (2002). Dimensions of human development. World Development, 30 (2), 181-205.
  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educ Psychol Rev 30(2018), 1–34.
  • Altınsoy, F., & Özyer, K. K. (2018). Liseli ergenlerde okula aidiyet duygusu: Umutsuzluk ve yalnızlık ile ilişkileri. Elementary Education Online, 17(3), 1751-1764
  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of educational psychology, 94(4), 795.
  • Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students' sense of school belonging. The Journal of Experimental Education, 72(1), 5-22.
  • Anderman, L. H., & Leake, V. S. (2007). The interface of school and family in meeting the belonging needs of young adolescents. In S. B. Mertens, V. A.
  • Anfara, & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 163-182). Charlotte, NC: Information Age Publishing.
  • Arellano, A.R. & Padilla, A.M. (1996). Academic invulnerability among a select group of Latino University students. Center for Language Education and Research. Los Angeles. CA.
  • Austin, E. J., Saklofske, D. H., & Egan, V. (2005). Personality, well-being, and health correlates of trait emotional intelligence. Personality and Individual Differences, 38(3), 547–558.
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497.
  • Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48-65.
  • Burkhalter, R., Thompson-Haile, A., Rynard, V., & Manske, S. (2017). 2016/2017 Canadian student, tobacco, alcohol and drugs survey microdata user guide. Propel Centre for Population Health Impact, University of Waterloo, 1-51.
  • Busseri, M.A., Sadava, S.W., & DeCourville, N. (2007). A hybrid model for research on subjective wellbeing: Examining common- and component specific sources of variance in life satisfaction, positive affect, and negative affect. Social Indicators Research, 83(3), 413–445.
  • Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74(2018) 83-94.
  • Byrne, B. M. (2013). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Psychology Press.
  • Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: Predictors of high school students' academic resilience. Journal of educational psychology, 93(4), 758-771.
  • Carr, A. (2004). Positive psychology: The Science of Happiness and Human Strengths. Routledge, East Sussex.
  • Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students’ sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
  • Chu PS, Saucier DA, Hafner E (2010) Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology 29(6), 624-45.
  • Ciani, K.D., Sheldon, K.M., Hilpert, J.C., & Easter, M.A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81(12), 223–243.
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals:A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584–608.
  • Darling, N., & Steinberg, L. (1993). Parenting styles as context: An integrative model. Psychological Bulletin, 133(3), 487-96.
  • Deci, E., & Ryan, R. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34–43.
  • Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628.
  • Erikson, E. H. (1959). Identity and the life cycle: Selected papers. Psychological Issues, 1, 1-171.
  • Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.
  • Foshee, C. M. (2013). Conditions that promote the academic performance of college students in a remedial mathematics course: Academic competence, academic resilience, and the learning environment. USA: Arizona State University.
  • Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220.
  • Gizir, C. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 113-128.
  • Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Book.
  • Gonzalez, R., & Padilla, A. M. (1997). The academic resilience of Mexican Americanhigh school students. Hispanic Journal of Behavioral Sciences, 19(3), 301-317.
  • Gök, E., & Kocayörük, E. (2019). Temel psikolojik ihtiyaçlar, aile aidiyeti ve ebeveyn algısı değişkenlerinin öznel iyi oluş üzerindeki etkisi. Aile Psikolojik Danışmanlığı Dergisi, 2(2), 21-51.
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LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU

Yıl 2021, Cilt: 25 Sayı: 1, 235 - 252, 05.04.2021

Süleyman Avcı , Mustafa Çakır

Öz

Ebeveynlerin duygusal desteği, öznel iyi oluş, hedef yönelimi ve okula aidiyet duygusu değişkenlerinin lise öğrencilerinin dayanıklılık ve akademik başarı düzeylerini tahmin etmek için kullanılıp kullanılamayacağı incelenmiştir. Çalışmanın verileri 2018 yılında uygulanan Uluslararası Öğrenci Değerlendirme Programı (PISA) sınavı kapsamında değerlendirilen 6358 lise öğrencisinden elde edilmiştir. Değişkenler arasındaki ilişkiler yapısal eşitlik modellemesi kapsamında yol analizi ile incelenmiştir. Elde edilen modele göre aile desteği dışsal değişken, akademik başarı ile dayanıklılık içsel değişken okula aidiyet, özel iyi oluş ve hedef yönelimi aracı değişkenlerdir. Aile desteği, okula aidiyet, öznel iyi oluş ve hedef yönelimi birlikte akademik dayanaklılığın anlamlı yordayıcılarıdır. Dört değişken birlikte akademik dayanıklılıktaki varyansın yüzde 21’ini yordamaktadır. Akademik başarı için aile desteği, hedef yönelimi ve dayanaklılık anlamlı yordayıcılardır. Üç değişken birlikte akademik başarıdaki varyansın yüzde 4’ünü yordamaktadır. Hedef yönelimi negatif yordayıcıdır. Okula aidiyet ve öznel iyi oluş akademik başarı için doğrudan anlamlı birer yordayıcı değildir. Ancak, dayanıklılık üzerinden her ikisinin dolaylı etkileri vardır.

Anahtar Kelimeler

Ebeveynlerin duygusal desteği öznel iyi oluş ustalık hedef yönelimi Okula ait olma duygusu akademik başarı

Kaynakça

  • Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academıc resılıence: What schools and countrıes do to help dısadvantaged students succeed ın PISA OECD (No. 167). Working Paper.
  • Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-Family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
  • Alkire, S. (2002). Dimensions of human development. World Development, 30 (2), 181-205.
  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educ Psychol Rev 30(2018), 1–34.
  • Altınsoy, F., & Özyer, K. K. (2018). Liseli ergenlerde okula aidiyet duygusu: Umutsuzluk ve yalnızlık ile ilişkileri. Elementary Education Online, 17(3), 1751-1764
  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of educational psychology, 94(4), 795.
  • Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students' sense of school belonging. The Journal of Experimental Education, 72(1), 5-22.
  • Anderman, L. H., & Leake, V. S. (2007). The interface of school and family in meeting the belonging needs of young adolescents. In S. B. Mertens, V. A.
  • Anfara, & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 163-182). Charlotte, NC: Information Age Publishing.
  • Arellano, A.R. & Padilla, A.M. (1996). Academic invulnerability among a select group of Latino University students. Center for Language Education and Research. Los Angeles. CA.
  • Austin, E. J., Saklofske, D. H., & Egan, V. (2005). Personality, well-being, and health correlates of trait emotional intelligence. Personality and Individual Differences, 38(3), 547–558.
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497.
  • Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48-65.
  • Burkhalter, R., Thompson-Haile, A., Rynard, V., & Manske, S. (2017). 2016/2017 Canadian student, tobacco, alcohol and drugs survey microdata user guide. Propel Centre for Population Health Impact, University of Waterloo, 1-51.
  • Busseri, M.A., Sadava, S.W., & DeCourville, N. (2007). A hybrid model for research on subjective wellbeing: Examining common- and component specific sources of variance in life satisfaction, positive affect, and negative affect. Social Indicators Research, 83(3), 413–445.
  • Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74(2018) 83-94.
  • Byrne, B. M. (2013). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Psychology Press.
  • Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: Predictors of high school students' academic resilience. Journal of educational psychology, 93(4), 758-771.
  • Carr, A. (2004). Positive psychology: The Science of Happiness and Human Strengths. Routledge, East Sussex.
  • Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students’ sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
  • Chu PS, Saucier DA, Hafner E (2010) Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology 29(6), 624-45.
  • Ciani, K.D., Sheldon, K.M., Hilpert, J.C., & Easter, M.A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81(12), 223–243.
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals:A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584–608.
  • Darling, N., & Steinberg, L. (1993). Parenting styles as context: An integrative model. Psychological Bulletin, 133(3), 487-96.
  • Deci, E., & Ryan, R. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34–43.
  • Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628.
  • Erikson, E. H. (1959). Identity and the life cycle: Selected papers. Psychological Issues, 1, 1-171.
  • Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.
  • Foshee, C. M. (2013). Conditions that promote the academic performance of college students in a remedial mathematics course: Academic competence, academic resilience, and the learning environment. USA: Arizona State University.
  • Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220.
  • Gizir, C. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 113-128.
  • Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Book.
  • Gonzalez, R., & Padilla, A. M. (1997). The academic resilience of Mexican Americanhigh school students. Hispanic Journal of Behavioral Sciences, 19(3), 301-317.
  • Gök, E., & Kocayörük, E. (2019). Temel psikolojik ihtiyaçlar, aile aidiyeti ve ebeveyn algısı değişkenlerinin öznel iyi oluş üzerindeki etkisi. Aile Psikolojik Danışmanlığı Dergisi, 2(2), 21-51.
  • Greene, B.A., Miller, R.B., Crowson, H.M., Duke, B.L., & Akey, K.L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482.
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  • Kester, V. M. (1994). Factors that affect African-American students' bonding to middle school. The Elementary School Journal, 95(1), 63-73.
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  • Kristjansson, A. L., & Sigfúsdóttir, I. D. (2009). The role of parental support, parental monitoring, and time spent with parents in adolescent academic achievement in Iceland: A structural model of gender differences. Scandinavian journal of educational research, 53(5), 481-496.
  • Kwek, A., Bui, H. T., Rynne, J., & So, K. K. F. (2013). The impacts of self-esteem and resilience on academic performance: An investigation of domestic and international hospitality and tourism undergraduate students. Journal of Hospitality & Tourism Education, 25(3), 110-122.
  • Levesque, C., Zuehlke, A.N., Stanek, L.R., & Ryan, R.M. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96(1), 68–84.
  • Linnenbrink-Garcia, L., Tyson, D.F., & Patall, E.A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors International Review of Social Psychology, 21(1), 19–70.
  • Locke, E.A., & Latham, G.P. (2002). Building practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.
  • Mak, W. W., Ng, I. S., & Wong, C. C. (2011). Resilience: enhancing well-being through the positive cognitive triad. Journal of counseling psychology, 58(4), 610-630.
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
  • Masten, A.S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20.
  • Moen, F., Skaalvik, E., & Hacker, C.M. (2009). Performance psychology among business executives in an achievement oriented environment. Journal of Excellence, 13(2), 78–96.
  • Morales, E. E., & Trotman, F. K. (2004). Promoting academic resilience in multicultural America: Factors affecting student success (Vol. 29). Peter Lang.
  • Mruk, C.J. (2006). Self-esteem research, theory, and practice: Toward a positive psychology. Springer Publishing Company.
  • Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38.
  • Najafzadeh, M., Ghanizadeh, A., & Jahedizadeh, S. (2018). A dynamic model of EFL learners' personal best goals, resilience, and language achievement. International and Multidisciplinary Journal of Social Sciences, 7(3), 267-296.
  • Napoli, M., Marsiglia, F. F., & Kulis, S. (2003). Sense of belonging in school as a protective factor against drug abuse among Native American urban adolescents. Journal of Social Work Practice in the Addictions, 3(2), 25-41.
  • OECD (2018). Equity in education: Breaking down barriers to social mobility, PISA. Paris: OECD Publishing.
  • Osterman, K. F. (2000). Students' need for belonging in the school community. Review of educational research, 70(3), 323-367.
  • Park, N. (2004). The role of subjective well-being in positive youth development. The Annals of the American Academy of Political and Social Science, 591, 25-39.
  • Park, Y. S., Kim, U., & Han, K. H. (2003). How Korean children and adolescents perceive their parents: indigenous psychological analysis. Korean Journal of Psychological and Social Issues, 9(2), 127–164.
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of educational Psychology, 98(3), 583-599.
  • Ranson, K.E., & Urichuk, L.J. (2008). The effect of parent–child attachment relationships onchild biopsychosocial outcomes: A review. Early Child Development and Care,178(2),129–152.
  • Routt, M. L. (1996). Early experiences that foster connectedness. Dimensions of Early Childhood, 24(4), 17-21.
  • Prince-Embury, S. (2013). Translating resilience theory for assessment and application with children, adolescents, and adults: Conceptual issues. In Resilience in children, adolescents, and adults (pp. 9-16). Springer, New York, NY.
  • Sari, M. (2012). Sense of school belongıng among elementary school students. Çukurova University Faculty of Education Journal, 41(1), 1-11.
  • Sarwar, M., Inamullah, H., Khan, N., & Anwar, N. (2010). Resilience and academic achievement of male and female secondary level students in Pakistan. Journal of College Teaching & Learning (TLC), 7(8), 19-24.
  • Schmidt, J.A., & Padilla, B. (2003). Self-esteem and family challenge: An investigation of their effects on achievement. Journal of Youth and Adolescence, 32(1), 37–46.
  • Scott, R., & Scott, W.A. (1998). Adjustment of Adolescents: cross-cultural similarities and differences. London: Routledge.
  • Shure, M., & Aberson, B. (2013). Enhancing the process of resilience through. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of Resilience in Chilrden (pp. 481-503). New York: Springer.
  • Smith, L., Sinclair, K. E., & Chapman, E. S. (2002). Students' goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study. Contemporary educational psychology, 27(3), 471-485.
  • Snyder, C.R. and Lopez, S.J. (2002). Handbook of Positive Psychology. Oxford University Press.
  • Szatmari, P., Zwaigenbaum L., Georgiades S., Elsabbagh M., Waddell C., Bennett T., Bryson S., Duku E., Fombonne E., Mirenda P., Roberts W., Smith I., Vaillancourt T., Volden J. (2016). Resilience and developmental health in autism spectrum disorder . In. Edited by Matthew Hodes Susan Gau posıtıve mental health, fıghtıng stıgma and promotıng resılıency for chıldren and adolescents. Elsevier. 125 London Wall, London EC2Y 5AS, UK
  • Şahin, G. N. (2011). Üniversite öğrencilerinin kendini açma, öznel iyi oluş ve algıladıkları sosyal destek düzeylerinin karşılaştırılması. Yayınlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, İzmir.
  • Tabachnick, B.G. and Fidell, L.S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
  • Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centered analysis. Learning and Instruction, 18(3), 251–266.
  • Unger, D. G., McLeod, L. E., Brown, M. B., & Tressell, P. A. (2000). The role of family support in interparental conflict and adolescent academic achievement. Journal of Child and Family Studies, 9(2), 191-202.
  • Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Educational Sciences: Theory & Practice, 17(1), 63-82.
  • Wagnild, G., & Young, H. M. (1990). Resilience among older women. Journal of Nursing Scholarship, 22(4), 252-255.
  • Wang, J. (2009). A study of resiliency characteristics in the adjustment of international graduate students at American universities. Journal of Studies in International Education, 13(1), 22-45.
  • Wang,M. C., Haertel, G.D., & Walberg, H. J. (1994). Educational resilience in inner cities. In M. C.Wang & E.W.Gordon (Eds.). Educational resilience in inner-city America:Challenges and prospects (pp. 45–72).Hillsdale, NJ: Lawrence Erlbaum
  • Waxman, H. C., Gray, J. P., & Padron, Y. N. (2003). Review of research on educational resilience. Research Report. Washington, DC: Institute of Education Sciences.
  • Yalçın, İ. (2015). İyi oluş ve sosyal destek arasındaki ilişkiler: Türkiye’de yapılmış çalışmaların meta analizi. Türk Psikiyatri Dergisi, 26(1), 21-32. Yıldırım, İ. (2016). Akademik başarı düzeyleri farklı olan lise öğrencilerinin sosyal destek düzeyleri. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(9), 33-38.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Süleyman Avcı

Mustafa Çakır

Yayımlanma Tarihi 5 Nisan 2021
Gönderilme Tarihi 4 Mart 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 25 Sayı: 1

Kaynak Göster

APA Avcı, S., & Çakır, M. (2021). LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. Türkiye Sosyal Araştırmalar Dergisi, 25(1), 235-252.
AMA Avcı S, Çakır M. LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. TSA. Nisan 2021;25(1):235-252.
Chicago Avcı, Süleyman, ve Mustafa Çakır. “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”. Türkiye Sosyal Araştırmalar Dergisi 25, sy. 1 (Nisan 2021): 235-52.
EndNote Avcı S, Çakır M (01 Nisan 2021) LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. Türkiye Sosyal Araştırmalar Dergisi 25 1 235–252.
IEEE S. Avcı ve M. Çakır, “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”, TSA, c. 25, sy. 1, ss. 235–252, 2021.
ISNAD Avcı, Süleyman - Çakır, Mustafa. “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”. Türkiye Sosyal Araştırmalar Dergisi 25/1 (Nisan 2021), 235-252.
JAMA Avcı S, Çakır M. LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. TSA. 2021;25:235–252.
MLA Avcı, Süleyman ve Mustafa Çakır. “LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU”. Türkiye Sosyal Araştırmalar Dergisi, c. 25, sy. 1, 2021, ss. 235-52.
Vancouver Avcı S, Çakır M. LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININ BELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNEL İYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU. TSA. 2021;25(1):235-52.