AN ANALYSIS ON THE SECONDARY SCHOOL STUDENTS BURNOUT IN TERMS OF ACADEMIC SELF-EFFICACY, PARENTAL MONITORING, SOCIAL SUPPORT AND LEISURE TIME ACTIVITIES

Studies emphasize that school burnout is more intense in secondary and high school education where choices related to the future and expectations become significant in addition to the developmental problems. This study was carried out based on the opinion that expectations and anxiety about the importance of preparation and high performance can cause school burnout in students from the 6th grade to the end of the 8th grade. In this context, the secondary school students’ burnout was examined in terms of academic self-efficacy, parental monitoring, social support, leisure activities and demographical characteristics in the study. 396 students from the 6th, 7th, and 8th grade of secondary school in İstanbul province, Kadıköy district participated in this study. The study was designed in a descriptive research model and the data were analyzed in the SPSS program by using t test, variance and correlation analysis techniques. The data of the study was obtained using School Burnout Scale, Academic Self-Efficacy Scale, Parental Monitoring Scale, Child and Adolescent Social Support Scale and personal information form. The correlation analysis show that there were a significant positive association between Burnout School and Academic Self-Efficacy, (r(396) = .44, p=.000), between Burnout School and Frequency of perception, (r(396) = .32, p = .000), and between Burnout School and importance, (r(396) = .34, p=.000), It was found that the level of burn out was higher in female students compared to the male students and parental monitoring was at different dimensions for female and male students. There was also a significance in academic self-efficacy when the education level of the mother increases, and in feeling of insufficiency and academic self-efficacy when the education level of father increases. Also there was a significant difference found in terms of age, grade, family employment status, academic achievement and leisure activities (p

___

Aksu, A., & Baysal, A. (2005). “İlköğretim Okulu Müdürlerinde Tükenmişlik”. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 11(1): 7-24.

Anderson, S. L., & Betz, N. E. (2001). “Sources of Social Self-Efficacy Expectations: Their Measurement and Relation To Career Development”. Journal of Vocational Behaviour, 58(1): 98-117.

Aypay, A. (2012). “Secondary School Burnout Scale (SSBS)”. Educational Sciences: Theory and Practice, 12(2): 782-787.

Aypay, A. & Eryılmaz, A. (2011). “Lise Öğrencilerinin Öznel İyi Oluşları ve Okul Tükenmişliği Arasındaki İlişkiler”. (Relationships of high school students’ subjective well-being and school burnout). International Online Journal of Educational Sciences, 3(1): 181-199.

Aypay, A., & Sever, M. (2015). “School As If A Workplace: Exploring Burnout Among High School Students/Bir Iş Yeri Gibi Okul: Lise Öğrencileri Arasında Tükenmişliğin Keşfi”. Eğitimde Kuram ve Uygulama, 11(2): 460-472.

Bandura, A. (2005). “Adolescence Development From An Agentic Perspective”. Self Efficacy Beliefs of Adolescence. (Eds.) Tim Urdan and Frank Pajares. USA: Information Age Publishing. 1-47.

Başol, G., & Altay, M. (2009). “Eğitim Yöneticisi Ve Öğretmenlerin Mesleki Tükenmişlik Düzeylerinin Incelenmesi”. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 15(2): 191-216.

Bask, M., & Salmela-Aro, K. (2013). “Burned Out To Drop Out: Exploring The Relationship Between School Burnout And School Dropout”. European Journal of Psychology of Education, 28(2): 511-528.

Betoret, F. D. (2006). “Stressors, Self‐Efficacy, Coping Resources, and Burnout Among Secondary School Teachers In Spain”. Educational Psychology, 26(4): 519-539.

Bong, M., & Skaalvik, E. M. (2003). “Academic Self-Concept And Self-Efficacy: How Different Are They Really?”. Educational Psychology Review, 15(1): 1-40.

Brown, B. (2004). “Adolescents’ Relationships With Peers”. Handbook Of Adolescent Psychologhy (Eds.) Richard M. Lerner and Laurence Steinberg. (Second Edition). New Jersey: John Wiley&Sons, Inc. 363-394.

Cırık, İ., Oktay, A., & Fer, Seval. “Çocuk ve Ergenler Için Sosyal Destek Ölçeğinin Türkçe’ye Uyarlanması”. Education Sciences, 6(1): 939-957.

Çağlar, Ç. (2011). “Okullardaki Örgütsel Güven Düzeyi Ile Öğretmenlerin Mesleki Tükenmişlik Düzeyinin Bazı Değişkenler Açısından Incelenmesi”. Kuram ve Uygulamada Eğitim Bilimleri, 11(4): 1827-1847.

Collins, W. A. &Brett Laurse. (2004). “Parent-Adolescent Relationships And Influences”. Handbook Of Adolescent Psychologhy. (Eds.) Richard M. Lerner and Laurence Steinberg. (second edition). New Jersey: John Wiley&Sons, Inc. 331-361,

Farber, B. A. (2000). “Treatment For Different Types Of Teacher Burnout”. Journal of Clinical Psychology, 56(5): 675-689.

Friedman, I. A. (1991). “High And Low-Burnout Schools: School Culture Aspects of Teacher Burnout”. The Journal Of Educational Research, 84(6): 325-333.

Izgar, H. (2001). “Okul Yöneticilerinin Tükenmişlik Düzeyleri”. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 7(3): 335-346.

Karataş, H., & Öztürk, C. (2011). “Anne-Baba Izleme Ölçeğinin Psikometrik Özellikleri”. Anatolian Journal of Psychiatry/Anadolu Psikiyatri Dergisi, 12(2): 151-157

Kokkinos, C. M. (2007). “Job Stressors, Personality and Burnout In Primary School Teachers”. British Journal of Educational Psychology, 77(1): 229-243.

Korhonen, J., Tapola, A., Linnanmäki, K., & Aunio, P. (2016). “Gendered Pathways To Educational Aspirations: The Role Of Academic Self-Concept, School Burnout, Achievement And Interest In Mathematics And Reading”. Learning and Instruction, 46: 21-33.

Kurt, Ş. (2006). “İşsizliğin Psiko-Sosyal Sonuçları ve Türkiye Üzerine Muhtemel Etkileri”. Sosyal Siyaset Konferansları Dergisi, (51): 357-379.

Pajares, F. (1996). “Self-Efficacy Beliefs In Academic Settings”. Review of Educational Research, 66(4): 543-578.

Pajares, F., & Schunk, D. (2001). "The Development Of Academic Self-Efficacy”. Development of Achievement Motivation. United States, 1-27.

Pintrich, P. R., & Zusho, A. (2002). “Chapter 10 - The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors”. Development of Achievement Motivation. (Ed.), A. Wigfield & J. S. Eccles. San Diego: Academic Press. 249-284

https://doi.org/10.1016/B978-012750053-9/50012-7

Öncü, H. (2012). “Akademik Öz Yeterlik Ölçeğinin Türkçe’ye Uyarlanması”. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(1): 183-206

Özdemir, Y. (2015). “Ortaokul Öğrencilerinde Okul Tükenmişliği: Ödev, Okula Bağlılık ve Akademik Motivasyonun Rolü”. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(1): 27-35.

Öztan, S. (2014). Ortaokul 6.7.8. Sınıf Öğrencilerinin Okul Tükenmişliklerinin Yaşam Doyumları ve Benlik Kurgusu Algıları Açısından Incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü. İstanbul.

Özaydınlık, K. (2014). “Toplumsal Cinsiyet Temelinde Türkiye’de Kadın ve Eğitim”. Sosyal Politika Çalışmaları Dergisi, (33): 93-112.

Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2009). “Depressive Symptoms and School Burnout During Adolescence: Evidence From Two Cross-Lagged Longitudinal Studies”. Journal of Youth and Adolescence, 38(10): 1316-1327.

Schunk, D. H., & Meece, J. L. (2005). “Self Efficacy Development In Adolescences”. Self-Efficacy Beliefs of Adolescence. (Eds.) Tim Urdan and Frank Pajares USA: Information Age Publishing. 71-96.

Susman,E. , Rogal, A . (2004). “Puberty and Psychological Development”. Handbook of Adolescent Psychology. (Eds.) Richard M. Lerner and Laurence Steinberg (second Edition). New Jersey: John Wiley&Sons, Inc. 15-45.

Sümer, N., Solak, N., & Harma, M. (2013). İşsiz Yaşam: İşsizliğin ve Iş Güvencesizliğinin Birey ve Aile Üzerindeki Etkileri. Koç Üniversitesi Yayınları.

Urdan, T., & Schoenfelder, E. (2006). “Classroom Effects On Student Motivation: Goal Structures, Social Relationships, And Competence Beliefs”. Journal of School Psychology, 44(5): 331-349.

Yang, H.-J. (2004). “Factors Affecting Student Burnout And Academic Achievement In Multiple Enrollment Programs In Taiwan’s Technical-Vocational Colleges”. International Journal of Educational Development, 24(3): 283-301.

Zhang, Y., Gan, Y. & Cham, H. (2007). “Perfectionism, Academic Burnout And Engagment Among Chinese College Students: A Structural Equation Modeling Analysis”. Personality and Individual Differences, 43(6): 1529-1540.

Zimmerman, B., J. & Timothy J Cleary. (2005). “Adolescent’s Development Of Personal Agency, The Role Of Self- Efficacy Beliefs And Self Regulatory Skill”. Self-efficacy Beliefs of Adolescence. (Eds.) Tim Urdan and Frank Pajares USA: Information Age Publishing. 45-69.