The Relationship between Punishment Sensitivity to Affection to School and School Burnout

This study investigated whether sensitivity to punishment that students develop in the academic context is a predictorof school burnout syndrome, and whether students’ sensitivity to punishment show a significant differencebased on their feelings toward school and sense of belonging. The present study employed a correlational researchmodel. The participants of the study were 243 5th, 6th, 7th and 8th graders studying at three state middleschools in the city of Eskisehir. For analysis, Multiple Regression Analysis and One-Way ANOVA for UnrelatedSamples were employed. In the regression analysis, the factors of punishment sensitivity together were moderatelyand significantly related to the students’ burnout scores, and these three variables together explained 40%of the variance in the students’ school burnout. ANOVA and Shefee test results showed that the punishmentsensitivity of the students who had positive feelings towards school and those who felt they belong in the schoolwere higher than the students who had negative feelings and did not feel they belong in the school. This studyalso shows parents, teachers and school administrators that they should not be deceived by the short-term andtemporary benefits of punishment.

Ceza Hassasiyetinin Okula Yönelik Duygu ve Okul Tükenmişliği ile İlişkisi

Bu çalışmada öğrencilerin akademik bağlamda geliştirdikleri ceza hassasiyetinin okul tükenmişlik sendromunun bir yordayıcısı olup olmadığı ve öğrencilerin ceza hassasiyetlerinin onların okula yönelik duyguları ve okula aidiyet hislerine göre anlamlı bir farklılık gösterip göstermediği araştırılmıştır. Bu çalışma ilişkisel tarama modelindedir. Araştırmanın çalışma grubu Eskişehir merkezinde yer alan üç devlet ortaokulunda öğrenimini sürdüren, 5, 6, 7 ve 8. sınıfa devam eden toplam 243 öğrenciden oluşmaktadır. Veriler Çoklu Regresyon Analizi ve İlişkisiz Örneklemler İçin Tek Faktörlü Varyans Analizi ile analiz edilmiştir. Regresyon analizi sonuçlarına göre ceza hassasiyetinin faktörleri birlikte, öğrencilerin okul tükenmişliği puanları ile orta düzeyde ve anlamlı bir ilişki vermektedir. Bu üç değişken birlikte öğrencilerin okul tükenmişliğindeki toplam varyansın %40’ını açıklamaktadır. ANOVA ve Shefee testi sonuçları okula yönelik olumlu duygusu olan öğrencilerin ve kendini okula ait hisseden öğrencilerin akademik bağlama ilişkin ceza hassasiyetlerinin okula yönelik olumsuz duyguya sahip ve kendini okula ait hissetmeyen öğrencilerden daha yüksek olduğunu göstermiştir. Bu çalışma aynı zamanda öğrenci velisi olan anne ve babalara, öğretmenlere ve okul yöneticilerine cezanın kısa süreli ve geçici faydalarına aldanmamaları gerektiğini bir kez daha göstermektedir.

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Kuram ve Uygulamada Eğitim Yönetimi-Cover

ISSN: 1300-4832
Yayın Aralığı: Yılda 4 Sayı
Başlangıç: 1995
Yayıncı: Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti.