Araştırma Makalesi
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Yıl 2023, Cilt: 16 Sayı: 4, 789 - 807, 29.10.2023
https://doi.org/10.30831/akukeg.1270675

Öz

Kaynakça

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  • Aypay, A. (2017). A positive model for reducing and preventing school burnout in high school students. Educational Sciences-Theory & Practice, 17(4), 1345-1359. https://doi.org/10.12738/estp.2017.4.0173
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Self-compassion and School Burnout in Adolescents During the Lockdown Period: The Parallel Mediator Role of Intolerance of Uncertainty and Positivity

Yıl 2023, Cilt: 16 Sayı: 4, 789 - 807, 29.10.2023
https://doi.org/10.30831/akukeg.1270675

Öz

This research aims to investigate the parallel mediating role of intolerance of uncertainty and positivity on the relationship between self-compassion and school burnout. Hypotheses were tested in a sample of 304 Turkish adolescents using mediation analysis (Mage = 14.63).The research consists of data obtained during the lockdown caused by Covid-19 in Türkiye. An online measurement tool was applied to the sample, including self-compassion, intolerance of uncertainty, positivity, and school burnout. The results showed that intolerance of uncertainty and positivity mediated the indirect effect of self-compassion on school burnout. Investigating both negative and positive psychological variables in explaining school burnout can support interventions and policies to be planned in the school environment.

Kaynakça

  • Allen, A. B., & Leary, M. R. (2010). Self-compassion, stress, and coping. Social and Personality Psychology Compass, 4(2), 107-118. https://doi.org/10.1111/j.1751-9004.2009.00246.x
  • Aypay, A. (2011). Elementary school student burnout scale for grades 6-8: A study of validity and reliability. Educational Sciences: Theory and Practice, 11(2), 520-527.
  • Aypay, A. (2017). A positive model for reducing and preventing school burnout in high school students. Educational Sciences-Theory & Practice, 17(4), 1345-1359. https://doi.org/10.12738/estp.2017.4.0173
  • Aypay, A., & Eryılmaz, A. (2011). Relationships of high school student’ subjective well-being and school burnout [Lise öğrencilerinin öznel iyi oluşları ve okul tükenmişliği arasındaki ilişkiler]. 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. Journal of Theory and Practice in Education, 11(2), 460-472.
  • Bakioğlu, F., Korkmaz, O., & Ercan, H. (2021). Fear of COVID-19 and positivity: Mediating role of intolerance of uncertainty, depression, anxiety, and stress. International Journal of Mental Health and Addiction, 19(6), 2369-2382. https://doi.org/10.1007/s11469-020-00331-y
  • Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. http://doi.org/10.1037/ocp0000056
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-21. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self‐efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222. https://doi.org/10.1111/j.1467-8624.1996.tb01791.x
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  • Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250.https://doi.org/10.1080/15298860309027
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  • Poluch, M., Feingold-Link, J., Papanagnou, D., Kilpatrick, J., Ziring, D., & Ankam, N. (2022). Intolerance of Uncertainty and Self-Compassion in Medical Students: Is There a Relationship and Why Should We Care? Journal of Medical Education and Curricular Development, 9,1-3. https://doi.org/10.1177/23821205221077063
  • Ponkosonsirilert, T., Laemsak, O., Pisitsungkagarn, K., Jarukasemthawee, S., Audboon, S., & Leangsuksant, T. (2020). Stress, self-compassion, and school burnout in Thai high school students. Journal of Adolescent Medicine and Health, 109. https://doi.org/10.1515/ijamh-2020-0109
  • Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediating models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879
  • Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self‐compassion scale. Clinical Psychology & Psychotherapy, 18(3), 250-255. https://doi.org/10.1002/cpp.702
  • Salmela-Aro, K., & Tynkkynen, L. (2012). Gendered pathways in school burnout among adolescents. Journal of Adolescence, 35(4), 929-939. https://doi.org/10.1016/j.adolescence.2012.01.001
  • Salmela-Aro, K., & Upadyaya, K. (2014). Developmental trajectories of school burnout: Evidence from two longitudinal studies. Learning and Individual Differences, 36, 60–68. http://doi.org/10.1016/j.lindif.2014.10.016.
  • Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory: Reliability and validity. European Journal of Psychological Assessment, 25, 48–57. http://doi.org/10.1027/1015-5759.25.1.48.
  • Sarıçam, H., Erguvan, F. M., Akın, A., & Akça, M. Ş. (2014). The Turkish short version of the intolerance of uncertainty (IUS-12) scale: The study of validity and reliability [Belirsizliğe tahammülsüzlük ölçeği (BTÖ-12) Türkçe formu: Geçerlik ve güvenirlik çalışması]. Route Educational and Social Science Journal, 1(3), 148-157.
  • Satake, Y., & Arao, H. (2020). Self-compassion mediates the association between conflict about ability to practice end-of-life care and burnout in emergency nurses. International Emergency Nursing, 53, https://doi.org/10.1016/j.ienj.2020.100917
  • Satici, B., Saricali, M., Satici, S. A., & Griffiths, M. D. (2020). Intolerance of uncertainty and mental well-being: serial mediation by rumination and fear of COVID-19. International Journal of Mental Health and Addiction, 20, 2731-2742. https://doi.org/10.1007/s11469-020-00305-0
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/ 10.1023/A:1015630930326
  • Seçer, İ., Halmatoc, S., Veyis, F., & Ateş, B. (2013). Adapting school burnout inventory to Turkish culture: study of validity and reliability [Okul tükenmişlik ölçeğinin Türk kültürüne uyarlanması: Güvenirlik ve geçerlik çalışması]. Turkish Journal of Education, 2(2), 16-24. https://doi.org/10.19128/turje.181057
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  • Shek, D. T., & Chai, W. (2020). The impact of positive youth development attributes and life satisfaction on academic well-being: A longitudinal mediation study. Frontiers in Psychology, 11, 2126. https://doi.org/10.3389/fpsyg.2020.02126
  • Söderström, M., Jeding, K., Ekstedt, M., Perski, A., & Åkerstedt, T. (2012). Insufficient sleep predicts clinical burnout. Journal of Occupational Health Psychology, 17(2), 175-183. https://doi.org/10.1037/a0027518
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  • Uzun, K., & Karatas, Z. (2020). Predictors of academic self efficacy: intolerance of uncertainty, positive beliefs about worry and academic locus of control. International Education Studies, 13(6), 104-116. https://doi.org/10.5539/ies.v13n6p104
  • Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75-90. https://doi.org/10.1375/aedp.28.2.75.
  • Xu, J., & Ba, Y. (2022). Coping with students’ stress and burnout: learners’ ambiguity of tolerance. Frontiers in Psychology, 13, 1-4. https://doi.org/10.3389/fpsyg.2022.842113
  • Yıldırım, M., & Sarı, T. (2018). Adaptation of the short form of self-compassion scale into Turkish: A validity and reliability study [Öz-şefkat ölçeği kisa formu’nun türkçe uyarlamasi: geçerlik ve güvenirlik çalışması]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (4) , 2502-2517 . https://doi.org/ 10.17240/aibuefd.2018.18.41844-452171
  • Yildiz, V. A., & Kiliç, D. (2020). Investigation of school burnout and school attachment among secondary school students. Educational Sciences: Theory and Practice, 20(3), 44-55. https://doi.org/ 10.12738/jestp.2020.3.004
  • Yu, H., Qiao, A., & Gui, L. (2021). Predictors of compassion fatigue, burnout, and compassion satisfaction among emergency nurses: A cross-sectional survey. International Emergency Nursing, 55, https://doi.org/10.1016/j.ienj.2020.100961
  • Zhao, G., Zhao, R., Yan, X., Conceição, S. C., Cheng, Z., & Peng, Q. (2022). The effects of technostress, intolerance of uncertainty, and ICT competence on learning burnout during COVID-19: a moderated mediation examination. Asia Pacific Journal of Education, 1-19. https://doi.org/10.1080/02188791.2022.2071835
  • Zhou, J., Huebner, E. S., & Tian, L. (2021). The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents. Learning and Instruction, 71, 1-11. https://doi.org/10.1016/j.learninstruc.2020.101370
Toplam 90 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

İbrahim Albayrak 0000-0001-7545-8014

Erken Görünüm Tarihi 23 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 24 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 4

Kaynak Göster

APA Albayrak, İ. (2023). Self-compassion and School Burnout in Adolescents During the Lockdown Period: The Parallel Mediator Role of Intolerance of Uncertainty and Positivity. Journal of Theoretical Educational Science, 16(4), 789-807. https://doi.org/10.30831/akukeg.1270675