The Direct and Indirect Role of School Attitude Alienation to School and School Burnout in the Relation between the Trust in Teacher and Academic Achievements of Students

Abstract

* Bu makale Servet Atik'in Niyazi Özer danışmanlığında yürüttüğü "Akademik başarının yordayıcıları olarak öğretmene güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği" başlıklı doktora tezinden üretilmiştir.

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“…Another statistically significant result obtained in this study is that the positive effect (H10) of SLEPI on SAL is unexpectedly contrary to the existing literature and research results (Atik & Özer, 2020). This result can be explained by the fact that the relationships between a safe learning environment and peer support and alienation are linked to different factors (e.g., self-efficacy) and are complex issues that can be affected by various social agents.…”

“…In the study conducted by Türkel and Dilmaç (2019) with 600 high school students, a positive and linear relationship was found between social media use and loneliness. Similarly, in the study conducted by Atik and Özer (2020) with 2291 high school students, it was determined that there is a negative relationship between alienation from school and trust in teachers, and between alienation from school and attitude towards school, and a positive relationship between academic achievement and attitude towards school. And again, Marcin, Morinaj, and Hascher (2020) have investigated the alienation in learning and its relation with the perception of the support provided by students' teachers and peers by analyzing the data obtained from 486 primary school and 550 secondary school students in Switzerland.…”

Analysis of the Relationships between Academic Motivation, Engagement, Burnout and Academic Achievement with Structural Equation Modelling

“…Academic achievement is individual's performing specific objectives designed specially in a structured environment like university in a desired competence and level as performance outcomes (Steinmayr, Meißner, Weidinger & Wirthwein, 2015). Academic achievement is affected by many factors based on individual and environment (Atik & Özer, 2020). In the consequence of the studies conducted with teacher candidates, some factors affecting their academic achievement are these: motivation (Eymur & Geban, 2011;Wurf & Croft-Piggin, 2015), student engagement (Castro-Villarreal, Guerra, Sass & Hseih, 2014;Daniels, Radil & Goegan, 2017) and burnout (Balkıs, 2013).…”

The Mediating Role of English Speaking Skills in the Relationship between Social Literacy and the Engagement of Students

“…The theoretical framework of this study has supported and does not refute the findings of the relationship between social literacy, student engagement and English speaking skills. The theory on student involvement developed in 1984 links the relationship between English speaking skills [23][24][25][26][27][28][29]. According to Astin in 2014 [21], student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.…”