Lise Öğrencilerinde Reddedilmişlik Duygusu, Akademik Başarı, Akademik Yeterlik ve Eğitimsel Amaçlar Arasındaki İlişki

Bu çalışmanın amacı lise öğrencilerinde reddedilmişlik duygusu,akademik başarı, akademik yeterlik ve eğitimsel amaçlararasındaki doğrudan ve dolaylı ilişkileri incelemektir. Çalışmagrubu farklı sosyoekonomik düzeylere sahip ve 9-12 sınıftaokuyan 217 (%61.5) kız ve 136 (%38.5) erkek olmak üzere 353öğrenciden oluşmaktadır. Öğrencilerin yaşları 15 ile 19 arasındadeğişmektedir (Ortalama = 16.93 ve standart sapma = .95).Verilerin analizinde SPSS 22 ve LISREL 8.5 programlarıaracılığıyla korelasyon analizi ve yapısal eşitlik modelikullanılmıştır. Analiz sonuçları, reddedilmişlik duygununakademik yeterlik, eğitimsel amaçlar ve akademik başarı ilenegatif, akademik yeterlik ve eğitimsel amaçların akademik başarıile pozitif yönde ilişkili olduğunu göstermiştir. Ayrıca yapısalmodele ilişkin sonuçlar, reddedilmişlik duygusunun eğitimselamaçlar, akademik yeterlik ve akademik başarıyı negatif yöndeyordadığını göstermiştir. Diğer yandan, akademik yeterlik veeğitimsel amaçlar akademik başarıyı pozitif yönde yordamıştır.Sonuç olarak eğitimsel amaçların ve akademik yeterliğinreddedilmişlik duygusu ve öğrencilerin akademik başarısıarasındaki ilişkide kısmi aracılık rolü üstlendiği görülmektedir.

Relationship between Sense of Rejection, Academic Achievement, Academic Efficacy, and Educational purpose in High School Students

The purpose of this study is to investigate the direct and indirect relationships between sense of rejection, academic achievement, academic efficacy, and educational purpose in high school students. Participants consisted of 353 students at 9th – 12th grades which have different socioeconomic levels. Participants’ age ranged from 14 to 19 (mean = 16.93, standard deviation = .95), and there were 217 female (615%) and 136 male (38.5%) students. Structural equation modeling and correlation analysis were used to analyze the data with LISREL 8.5 and SPSS 22. Findings of correlation analysis indicated that the sense of rejection is negatively related to educational purpose, academic efficacy, and academic achievement; academic achievement is positively related to educational purpose and academic efficacy. Moreover, findings of structural equation modeling showed that the sense of rejection negatively predicted the educational purpose, academic efficacy, and academic achievement. On the other hand, the academic efficacy and educational purpose positively predicted academic achievement. To sum up, it is concluded that academic efficacy and educational purpose have partial mediator roles in the relationship between sense of rejection and students’ academic achievement.

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