Güneş KORKMAZ, Osman AKTAN, Çetin TORAMAN

İlkokul Öğrencilerinde COVID-19 Korkusu, Okul Tükenmişliği ve Okul Memnuniyeti Arasındaki İlişki

Şüphesiz ki COVID-19'un benzeri görülmemiş gelişi sadece eğitim uygulamalarını değil dünyadaki tüm öğrencilerin psikolojisini de etkilemiştir. Bu çalışma, ilkokul öğrencilerinin okul tükenmişliği düzeyi, okul memnuniyeti ve COVID-19 korkusu arasındaki ilişkileri araştırmayı amaçlamaktadır. Ayrıca bu araştırmada ebeveynlerin gelirinin ve eğitim düzeylerinin COVID-19 korkusu üzerindeki etkisini incelemeyi amaçlamaktadır. Araştırmada memnuniyet iç değişkenler olarak, aile geliri ve ebeveynlerin eğitim düzeyi ise dış değişkenler olarak ele alınmıştır. Veriler “COVID-19 Korkusu Ölçeği”, “Çocuklar İçin Okul Doyumu Ölçeği” ve “Okul Tükenmişliği Ölçeği” kullanılarak toplanmıştır. Araştırmaya 589 ilkokul öğrencisi katılmıştır. Veriler yol analizi kullanılarak analiz edilmiştir. Sonuçlar, öğrencilerin tükenmişlik ve okul memnuniyet düzeylerinin COVID-19 korkusunun pozitif yordayıcısı olduğunu ortaya koymuştur. Okul tükenmişliği aracı olarak ele alındığında ise aile gelir düzeyi düştükçe COVID-19 korkusu artmaktadır. Ayrıca okul doyumu aracılık yaptığında okul tükenmişlik düzeyi arttıkça COVID-19 korkusunun azaldığı tespit edilmiştir. Tükenmişlik düzeyi aracı olarak ele alındığında ise, aile gelir düzeyi düştükçe COVID-19 korkusu artmaktadır. Diğer bir bulgu ise baba eğitim düzeyi düştükçe, okul tükenmişlik düzeyinin arttığı; anne eğitim düzeyi arttıkça, öğrencilerin okul memnuniyetinin azaldığı yönündedir. Bu çalışmanın eğitim politikaları hakkında karar vericiler, eğitimciler ve veliler için pandeminin ilkokul öğrencileri üzerindeki psikolojik etkilerini fark etmede önemli sonuçlar ortaya koyduğuna inanılmaktadır.

Anahtar Kelimeler:

Primary school students, COVID-19, School burnout, School satisfaction

The Relationship between Primary School Students' COVID-19 Phobia, School Burnout and School Satisfaction

It is no doubt that the unprecedented arrival of COVID-19 has not only affected the educational practices but also the psychology of the students worldwide. This study aims to investigate the relationships between primary school students' school burnout level, school satisfaction and COVID-19 phobia, and to analyze the impact of parents' income and their educational level on the students’ fear of COVID-19 when burnout and school satisfaction are considered as internal variables, and family income and parents’ educational level considered as external variables. The data were collected using "Fear of COVID-19 Scale", "School Satisfaction Scale for Children", and “School Burnout Scale”. 589 primary school students participated in the study. The data were analyzed using Path analysis. The results revealed that students' burnout and school satisfaction levels are positive predictors of fear of COVID-19. When the school burnout is considered as a mediator, the fear of COVID-19 increases as the family income level decreases. It was also found that when school satisfaction acts as a mediator, the fear of COVID-19 decreases as the school burnout level increases. When the level of burnout is considered as a mediator, the fear of COVID-19 increases as the family income level decreases. Another finding was that as the father’s educational level decreases, school burnout level increases whereas as mothers’ educational level increases, the students’ school satisfaction decreases. We believe that this study reveals significant results for educational policy makers, educators, and parents to realize the psychological impacts of pandemic on primary school students.

Keywords:

Primary school students, COVID-19, School burnout, School satisfaction,

PDF

___

Atılgan, D., & Aksoy, C. (2021). Investigation of COVID-19 phobia and satisfaction with life levels of students taking special talent entrance exams. International Journal of Modern Education Studies, 5(1), 75-91.
Barbarin, O., Khoury, B., Klicperová-Baker, M., Gutiérrez, G., Thompson, A., Padakannaya, P., & Crowe, S. (2021). Psychological science and COVID-19: An agenda for social action. American Journal of Orthopsychiatry, 91(3), 412–422. https://doi.org/10.1037/ort0000549
Blasco-Belled, A., Tejada-Gallardo, C., Torrelles-Nadal, C., & Alsinet, C. (2020). The costs of the COVID-19 on subjective well-being: An analysis of the outbreak in Spain. Sustainability, 12(15), 6243. https://doi.org/10.3390/su12156243.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. USA: McGraw-Hill Companies Inc.
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational research: An introduction (8th ed.). Allyn & Bacon.
Garfin, D. R. Silver, R. C. & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health Psychology, 39(5), 355–357.
Gündoğan, S. (2021). The mediator role of the fear of COVID-19 in the relationship between psychological resilience and life satisfaction. Current Psychology, 40(12), 6291-6299.
Hou, T. Y., Mao, X. F., Dong, W., Cai, W. P., & Deng, G. H. (2020). Prevalence of and factors associated with mental health problems and suicidality among senior high school students in rural China during the COVID-19 outbreak. Asian Journal of Psychiatry, 54, 102305.
Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of Medical Sciences, 36, 67-72. https://dx.doi.org/10.12669%2Fpjms.36.COVID19-S4.2759
Joreskog, K. G, & Sorbom, D. (1993). Lisrel 8: Structural equation modelling with the simplis command language. Hillsdale: Erlbaum Associates Publishers.
Karakose, T., Yirci, R., & Papadakis, S. (2021). Exploring the interrelationship between covid-19 phobia, work–family conflict, family–work conflict, and life satisfaction among school administrators for advancing sustainable management. Sustainability, 13(15), 8654.
Kerr, M. L., Fanning, K. A., Huynh, T., Botto, I., & Kim, C. N. (2021). Parents’ self-reported psychological impacts of COVID-19: Associations with parental burnout, child behavior, and income. Journal of Pediatric Psychology, 46(10), 1162-1171. https://doi.org/10.1093/jpepsy/jsab089
Khan, M. A., Kamal, T., Illiyan, A., & Asif, M. (2021). School students’ perception and challenges towards online classes during covid-19 pandemic in India: An econometric analysis. Sustainability, 13(9), 4786. https://doi.org/10.3390/su13094786
Kline, R. B. (2011). Principles and practice of structural equation modelling. USA: The Guilford Press.
Limberg, D., Gnilka, P. B., & Broda, M. (2021). Advancing the counseling profession by examining relationships between variables. Journal of Counseling & Development, 99(2), 145-155.
Mohamed, R. A. K., Borham, S. R., & Ali, A. H. (2021). Culturally responsive pedagogy aided by malay literature elements subvert the burn out learning among primary school students in PdPR. International Journal of Advanced Research in Education and Society, 3, 1-10.
Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi. Eskişehir: Nisan Kitapevi.
Panda, P. K., Gupta, J., Chowdhury, S. R., Kumar, R., Meena, A. K., Madaan, P., ... & Gulati, S. (2020). Psychological and behavioral impact of lockdown and quarantine measures for COVID-19 pandemic on children, adolescents and caregivers: a systematic review and meta-analysis. Journal of Tropical Pediatrics, 67(1), 1-13. https://doi.org/10.1093/tropej/fmaa122
Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J. L. (2020). Teacher training can make a difference: tools to overcome the impact of COVID-19 on primary schools. An experimental study. International Journal of Environmental Research and Public Health, 17(22), 8633.
Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809-4818.
Raykov, T., & Marcoulides, G. A. (2006). A first course in structural equation modelling. USA: Lawrence Erlbaum Associates, Inc.
Sarıcalı, M., Satıcı, S. A., Satıcı, B., Göçet-Tekin, E., & Griffiths, M. D. (2020). Fear of COVID-19, mindfulness, humor, and hopelessness: A multiple mediation analysis. International Journal Of Mental Health and Addiction, 1-14. https://doi.org/10.1007/s11469-020-00419-5
Satıcı, B., Gocet Tekin, E., Deniz, M. E., & Satıcı, S. A. (2020). Adaptation of the Fear of COVID-19 Scale: Its Association with Psychological Distress and Life Satisfaction in Turkey. International Journal of Mental Health and Addiction, https://doi.org/10.1007/s11469-020-00294-0
Seçer, İ., Halmatov, S., Veyis, F., & Ateş, B. (2013). Okul tükenmişlik ölçeğinin Türk kültürüne uyarlanması: güvenirlik ve geçerlik çalışması. Turkish Journal of Education, 2(2), 16-27.
Shek, D. T., & Li, X. (2016). Perceived school performance, life satisfaction, and hopelessness: A 4-year longitudinal study of adolescents in Hong Kong. Social Indicators Research, 126(2), 921-934.
Suffren, S., Dubois-Comtois, K., Lemelin, J. P., St-Laurent, D., & Milot, T. (2021). Relations between child and parent fears and changes in family functioning related to COVID-19. International Journal of Environmental Research and Public Health, 18(4), 1786. https://doi.org/10.3390/ijerph18041786 Sümbüloğlu, V., & Sümbüloğlu, K. (2005). Klinik ve saha araştırmalarında örnekleme yöntemleri ve örneklem büyüklüğü. Ankara: Alp Ofset.
Sümer, N. (2000). Structural equation models: Basic concepts and sample applications. Türk Psikoloji Yazıları, 3(6), 49-73.
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573-579.
Telef, B. B. (2014). Çocuklar için kapsamlı okul doyumu ölçeğinin Türkçeye uyarlama çalışması (Turkish Adaptation Study of Overall School Satisfaction Scale for Children). Eğitimde Kuram ve Uygulama (Journal of Theory and Practice in Education), 10(2), 478-490.
Tomaszek, K., & Muchacka-Cymerman, A. (2022). Student Burnout and PTSD Symptoms: The Role of Existential Anxiety and Academic Fears on Students during the COVID 19 Pandemic. Depression Research and Treatment, 2022. https://doi.org/10.1155/2022/6979310
Virtanen, T. E., Vasalampi, K., Torppa, M., Lerkkanen, M. K., & Nurmi, J. E. (2019). Changes in students' psychological well-being during transition from primary school to lower secondary school: A person-centered approach. Learning and Individual Differences, 69, 138-149. https://doi.org/10.1016/j.lindif.2018.12.001
Vu, B. T., & Bosmans, G. (2021). Psychological impact of COVID-19 anxiety on learning burnout in Vietnamese students. School Psychology International, 42(5), 486-496. https://doi.org/10.1177/01430343211013875
Yip, P. S. F., & Chau, P. H. (2020). Physical distancing and emotional closeness amidst COVID-19. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 41, 153-155. https://doi.org/10.1027 /0227-5910/a000710