The Role of Self-Esteem in Predicting Pedagogical Formation Students’ Career Adaptabilities

Boyacı, Mehmet

doi:10.33200/ijcer.555624

Cited by 2 publications

(1 citation statement)

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“…Studies on adjustment to university state that variables, such as life satisfaction, perceived social support, psychological capital, family relationships, social selfefficacy, and appreciation, facilitate the individual's adjustment (Alsubaie, Stain, Webster, & Wadman, 2019;Boyacı, 2019;Holliman et al, 2019;Kim, 2019;Liran & Miller, 2019;Paramo-Fernandez et al, 2017). Knowledge of only the variables that facilitate the adjustment of the individual will not be enough to understand the process of adjustment to university in all aspects.…”

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confidence: 99%

Adjustment to School as the Predictor of School Burnout in University Students

Özhan

Boyacı

2022

Acta Educationis Generalis

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Introduction: Burnout emerges as a common problem during the university period when social competition and expectations from the individual increase, and daily life becomes increasingly complicated due to augmenting stress factors. The aim of this study was to examine whether the school burnout of university students can be predicted significantly by adjustment to school. Methods: This study used a correlational survey model to investigate the burnout levels of university students in terms of their adjustment to university life. The sample of the study comprised a total of 334 students, enrolled in four different faculties of a university in Turkey. The data of this research were collected by using the “Adjustment to University Life Scale (AULS)”, “The Maslach Burnout Inventory-Student Form (MBI-SF)” and personal information form. Results: The findings obtained in this study showed that academic, social, and personal adjustment to university life among university students negatively and significantly correlated with school burnout that students experienced. In addition, personal, social and academic adjustment variables together significantly predict each of the exhaustion, cynicism and efficacy variables. Discussion: According to these results, academic, social, and personal adjustment to university life among university students negatively and significantly correlated with school burnout that students experienced. This situation indicates that as students’ academic, social, and personal adaptation to university life increases, they will experience less emotional burnout, become less cynical of their environment, and feel less personal inefficacy. In this context, it is thought that interventions that support adaptation to university life are an important factor that will protect students from the negative effects of burnout. Limitations: The sample of this study is limited to 334 participants. In addition, the findings of the study are limited to the sincere response of the participants to the instruments of the study and the qualifications of the measurement tools. In other words, this research has no claim of generalizability. Conclusions: According to the findings of the study, students with high adjustment to university life experience less academic burnout. In this context, both individual and group work to be conducted by the guidance and psychological counseling units of universities gain importance. It will be particularly beneficial to conduct studies for adjustment to university life, such as psycho-education, group psychological counseling, or peer guidance.

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confidence: 99%

Adjustment to School as the Predictor of School Burnout in University Students

Özhan

Boyacı

2022

Acta Educationis Generalis

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Career Adapt-Abilities Scale: Reliability Generalization Meta-Analysis

Demirtaş- Zorbaz,

Ulaş Kılıç,

Akın Arıkan

2024

Psychol Rep

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The concept of career adaptability emerged from the broader field of career development theory and has received increasing attention in the past two decades. To measure career adaptability, there are different scale development studies in the literature, but the most widely used and preferred one is the Career Adapt-abilities Scale developed by Savickas and Porfeli. Therefore, in the present study, the general reliability of the Career Adapt-abilities Scale was measured through meta-analysis. One hundred forty nine study ( N = 82519) were included in the analyses. For the CAAS overall score, the average reliability coefficient among the 171 reliability estimations was high. However, reliability estimates in the studies included in the research show high heterogeneity. As a result of the moderator analysis, it was concluded that reliability estimates of these scores differ by item level, culture, language, category of items, different forms of CAAS, age, and SD. Regarding the application of the CAAS in research, the consequences of these findings are discussed in light of the relevant literature.

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The Role of Self-Esteem in Predicting Pedagogical Formation Students’ Career Adaptabilities

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 2 publications

References 36 publications

Adjustment to School as the Predictor of School Burnout in University Students

Adjustment to School as the Predictor of School Burnout in University Students

Career Adapt-Abilities Scale: Reliability Generalization Meta-Analysis

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