Okul Tükenmi̇şli̇ği̇ni̇n Yordayicisi Olarak Akran Zorbaliği Ve Si̇ber Mağduri̇yet

Uzun, Kıvanç

doi:10.17719/jisr.2019.3123

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…In various studies, different reasons are mentioned as the causes of school burnout. Some of these reasons are, selection exams (Yedigöz Sönmez & Çapri, 2013), homework (Özdemir, 2015), indifference and incompetence (Aypay & Eryılmaz, 2011), peer bullying and cyber victimization (Uzun & Karataş, 2019), family expectations and economic situation (Acar & Çakır, 2015) and so on. These are just some of the causes of school burnout.…”

Section: Introductionmentioning

confidence: 99%

Psycho-Educational Effect of Motivational Interviewing on School Burnout

2023

PERR

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Motivational interviewing School burnout Undesirable behaviours Psycho-education program Interventions at schoolsSchool burnout is an important problem which should be understood in terms of the consequences it causes in the school environment. During school burnout cases, undesirable behaviors may be exhibited. For this reason, it is very important to understand school burnout to recognize and to intervene before causing negative results. The aim of this study is to reduce students' school burnout using the motivational interviewing approach. In this study, a psycho-education program which based on the basic principles of motivational interviewing was developed and applied to middle school 6 th and 7 th grade students. This study is an experimental study with pretest posttest follow-up test. According to the results of the post-test conducted after psycho-education applications, it was seen that this program decreased significantly students' school burnout levels. In the follow-up test conducted later, it was observed that the decrease in the levels of school burnout showed stability. Based on these results, it can be said that motivational interviewing based psycho-education al interventions will be beneficial for students experiencing school burnout.

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Section: Introductionmentioning

confidence: 99%

Psycho-Educational Effect of Motivational Interviewing on School Burnout

2023

PERR

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“…Academic pressure experienced is also an important issue for adolescents in terms of causing academic stress (Yang & Farn, 2005) and negatively affecting mental health (Salmela-Aro, Upadyaya, Hakkarainen, Lonka, & Alho, 2017). In this context, among the variables discussed with school burnout in adolescents in the literature; researchers seem to focus on problems such as risky behaviors (Salmela-Aro & Upadyaya, 2014), depression , psychological dissonance (Lee & Lee, 2018), school leave (Yang & Farn, 2005), peer bullying (Uzun & Karataş, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Yaşanan akademik baskının akademik strese yol açması (Yang & Farn, 2005) ve ruh sağlığını olumsuz etkilemesi (Salmela-Aro, Upadyaya, Hakkarainen, Lonka, & Alho, 2017) ergenler açısından da önemli bir konudur. Bu çerçevede literatürde, ergenlerde okul tükenmişliği ile ele alınan değişkenler arasında; riskli davranışlar (Salmela-Aro & Upadyaya, 2014), depresyon , psikolojik uyumsuzluk (Lee & Lee, 2018), okul terki (Yang & Farn, 2005), akran zorbalığı (Uzun & Karataş, 2019) gibi sorunlara odaklanıldığı görülmektedir.…”

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Teacher abuse, school burnout and school attachment as predictors of adolescents’ risky behaviors

Çakar

Uzun

2021

pegegog

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The aim of this study is to determine the predictive level of teacher abuse, school burnout and school attachment for risky behaviors in adolescents, and to examine risky behaviors according to some demographic variables. Relational survey model was employed in the study. The study group consisted of 446 adolescents with an average age of 15.49 years studying in secondary schools. Personal information form, Risky Behaviors Scale, Teacher Emotional Abuse Scale, School Burnout Scale and School Attachment Scale for Adolescents were used to obtain demographic information about students. As for data analysis, Pearson's Correlation Coefficient Analysis, Multiple Linear Regression Analysis, Independent Samples t-Test and One-Way Variance Analysis were employed. As a result, it was found that teacher abuse and school burnout predicted adolescents’ risky behaviors in a positively significant direction whereas school attachment predicted adolescents’ risky behaviors in a negatively significant direction. It was revealed that the score averages taken from the total and sub-dimensions of risky behaviors differed significantly according to gender, grade level, academic average, perceived socioeconomic level and family structure variables. In addition, it was determined that suicidal tendencies did not differ based on gender, academic average and class level; antisocial behaviors and school dropout did not significantly differ according to the grade level.

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