Lise Öğrencilerinin Derse Katılmaya Motive Olmaları ile Okul Tükenmişliği Arasındaki İlişkinin İncelenmesi

Year 2011, Volume: 1 Issue: 21, 26 - 44, 13.05.2011

Ayşe Aypay , Ali Eryılmaz

Abstract

Bu çalışmada,  lise öğrencilerinin okul tükenmişliği ve derse katılmaya motive olmaları arasındaki ilişkilerin incelenmesi amaçlanmıştır. İlişkisel modeldeki bu çalışmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Bu araştırmanın çalışma grubu, Ankara’nın Yenimahalle, Mamak ve Çankaya  İlçelerindeki üç lisede öğrenimine devam eden, 14–17 yaşları arasındaki 170 kız (% 50.5) ve 167 erkek (% 49.5) olmak üzere toplam 337 lise öğrencisinden oluşmaktadır. Araştırmada Ortaöğretim Okul Tükenmişliği Ölçeği ve Derse katılmaya Motive Olma Ölçeği kullanılmıştır. Veriler betimsel istatistikler ve çoklu regresyon tekniği ile analiz edilmiştir. Analiz sonuçları okul tükenmişliğinin alt boyutlarının lise öğrencilerinin derse katılmaya motive olmalarının %19’unu açıkladığını göstermiştir. Bulgulara göre, lise öğrencilerinin okula ilgi kaybı ve ödev yapmaktan tükenmişlik düzeyleri yükseldikçe derse katılmaya motive olma düzeylerinin düştüğü; dinlenme ve eğlenme gereksinimini karşılama isteği yükseldikçe de derse katılmaya motive olma düzeylerinin de yükseldiği belirlenmiştir.

Keywords

lise öğrencisi, okul tükenmişliği, derse katılmaya motivasyon

References

• Anderson, M.B.G., & Iwanicki, E.F. (1984). Teacher motivation and its relationship to burnout. Educational Administration Quarterly, 20( 2), 109-132.
• Aypay, A. (2011). İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 511-527.
• Aypay, A. (basımda). Ortaöğretim okul tükenmişliği ölçeği (OOTÖ). Eğitim ve Bilim.
• Bernhard, H. (2007). Survey of burnout among college music majors. College Student Journal, 41(2), 392.
• Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ED 418 925).
• Buchwald, P. & Hobfoll, S.E. (2004). Burnout aus ressourcentheoretischer perspektive. [Burnout in the Conservation of Resources Theory]. Psychologie in Erziehung und Unterricht, 51, 247-257.
• Covington, M.V. (2000). Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology, (51), 171-200.
• Cresswell, S. L., & Eklund, R. C. (2005a). Changes in athlete burnout and motivation over a 12-week league tournament. Medicine & Science in Sports & Exercise, 37 (11), 1957- 1966.
• Cresswell, S. L., & Eklund, R. C. (2005b). Motivation and burnout among top amateur rugby players. Medicine & Science in Sports & Exercise, 37 (3), 469-477.
• David, A.P. (2010). Examining the relationship of personality and burnout in college students: The role of academic motivation. Educational Measurement and Evaluation Review, 1, 90-104.
• Erturgut, R., & Soyşekerci, S. (2010). An empirical analysis on burnout levels among second year vocational schools students. Procedia Social and Behavioral Sciences, 2, 1399- 1404.
• Eryılmaz, A. (2010). Okulda motivasyon ve amotivasyon ölçeklerinin geliştirilmesi. XVI. Ulusal Psikoloji Kongresi. Mersin Üniversitesi, Mersin.
• Fimian, M. J., Fastenau, P. A., Tashner, J. H., & Cross, A. H. (1989). The measure of classroom stress and burnout among gifted and talented students. Psychology in the Schools, 26, 139-153.
• Freudenberger, H. J., & Richelson, G. (1980). Burnout: How to beat the high cost of success. New York: Bantam Books.
• Hobfoll, S. E. (1998). Stress, culture, and community. Plenum: New York.
• Janssen, P.P.M., De Jonge, J., & Bakker, A.B. (1999). Specific determinants of intrinsic work motivation, burnout and turnover intentions: a study among nurses. Journal of Advanced Nursing, 29(6), 1360–1369.
• Lemyre, P.N., Treasure, D.C., & Roberts, G.C. (2006). Influence of variability in motivation and affect on elite athlete burnout susceptibility. Journal of Sport & Exercise Psychology, 28 (1), 32-48.
• Maslach, C. (2001). What have we learned about burnout and health?. Psychology and Health, 16, 607-611.
• Maslach, C., & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7, 63-74.
• Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.).Palo Alto, CA: Consulting Psychologists Press.
• Maslach, C., & Leiter, M.P. (1997). The truth about burnout. San Francisco: Jossey-Bass.
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Reviews Psychology, 52(1), 397-422.
• McCarthy, M. E., Pretty, G. M., & Catano, V. (1990). Psychological sense of community and student burnout. Journal of College Student Development, 31, 211-216.
• Meier, S. T., & Schmeck, R. R. (1985). The burned-out college student: A descriptive profile. Journal of College Student Personnel, 25, 63-69.
• Natriello, G. (1984). Problems in the evaluation of students and student from secondary schools. Journal of Research and Development in Education, 17, 14 – 24.
• Öğülmüş, S., & Uçar, M.E. (2010). An investigation of school burnout among Turkish student. World Conference on Learning, Teaching and Administration. Academic World Education & Research Center, Egypt.
• Pines, A.M. (1993). Burnout: An existential perspective. In Schaufeli, W., Maslach, C., & Marek, T. (Eds.), Professional burnout: Developments in theory and research (pp. 33- 52). Washington D.C.: Taylor & Francis.
• Pintrich, P.R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-50.
• Reschly, A., & Christenson, S. L. (2006). Research leading to a predictive model of dropout and completion among students with mild disabilities and the role of student engagement. Remedial and Special Education, 27, 276 – 292.
• Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
• Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48-57.
• Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents' school-related burnout. European Psychologist, 13(1), 12-23.
• Salmela-Aro, K., & Näätänen, P. (2005). BBI-10. Nuorten kouluuupumusmenetelmä [Method of assessing adolescents’ school burnout]. Helsinki: Edita.
• Schaufeli, W.B., Salanova, M., González-Romá, V., & Bakker, A. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92.
• Schaufeli, W.B., Martinez, I., Pinto, A.M., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology,33, 464–481.
• Schaufeli, W., & Enzmann, D. (1998). The burnout companion to study and practice. A critical analysis. London: Taylor & Francis.
• Seidman, S.A., & Zager, J. (1991). A study of coping behaviours and teacher burnout. Work and Stress, 5, 205–216.
• Vasalampi, K., Salmela-Aro, K., & Nurmi, J.-E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European Psychologist, 14(4), 332-341.
• Yang, H.-J., & Farn, C. K. (2005). An investigation the factors affecting MIS student burnout in technical-vocational college. Computers in Human Behavior, 21, 917-932.