School burnout in middle school students: role of problem solving skills, peer relations and perceived school experiences

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dc.authorid0000-0002-5094-9658en_US
dc.authorid0000-0003-4215-9290en_US
dc.contributor.authorGüler, Gökhan
dc.contributor.authorBedel, Ahmet
dc.date.accessioned2024-07-12T20:39:46Z
dc.date.available2024-07-12T20:39:46Z
dc.date.issued2022en_US
dc.departmentFakülteler, Eğitim Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümüen_US
dc.description.abstractPurpose: The purpose of this study is to examine the relationships between middle school students' school burnout, problem-solving skills, peer relationships, and perceived school experiences and to determine the predictive power of perceived school experiences, problem-solving skills, and peer relationships on academic burnout. Method: The research was created based on the survey model. The sample of the study composed of 2538 secondary school students (1257 girls and 1281 boys) who attended ten official secondary schools during the 2018-2019 academic year. In the research, “Elementary School Student Burnout Scale for Grades 6-8”, “Problem Solving Inventory for Children at the Level of Primary Education”, “Peer Relationship Scale” and “Perceived School Experiences Scale” were used. Pearson Product Moment Correlation Analysis and Multiple Hierarchical Regression Analysis were used for the statistical analysis of the study. "p?.05" was considered as the significance level for the study. Findings: According to the study results, it was determined that there are significant relationships between the predicted variable and the predictor variables. Significant predictors of the school burnout score were determined to be variables of gender and age, school engagement, academic motivation, confidence in problem-solving skills, self-control, avoidance, selfdisclosure and loyalty subscales, respectively. Implications for Research and Practice: The importance of including activities related to protective factors in individual and group counselling services planned to prevent or reduce students' school burnout was emphasized. Risk factors that may affect school burnout are discussed and recommendations are made for further research.en_US
dc.identifier.citationGüler, G. and Bedel, A. (2022). School burnout in middle school students: role of problem solving skills, peer relations and perceived school experiences. International Journal of Psychology and Educational Studies, 9(2), p.341-352.en_US
dc.identifier.endpage352en_US
dc.identifier.issn2148-9378
dc.identifier.issue2en_US
dc.identifier.startpage341en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12415/1198
dc.identifier.volume9en_US
dc.language.isoenen_US
dc.publisherInternational Journal of Psychology and Educational Studiesen_US
dc.relation.ispartofInternational Journal of Psychology and Educational Studiesen_US
dc.relation.isversionof10.52380/ijpes.2022.9.2.529en_US
dc.relation.publicationcategoryUluslararası Hakemli Dergide Makale - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKY01677
dc.subjectMiddle school studentsen_US
dc.subjectSchool burnouten_US
dc.subjectProblem-solving skillsen_US
dc.subjectPeer relationsen_US
dc.subjectPerceived school experienceen_US
dc.titleSchool burnout in middle school students: role of problem solving skills, peer relations and perceived school experiencesen_US
dc.typeArticle
dspace.entity.typePublication

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