Ergenlerde Ebeveyn Akademik Başarı Baskısı ve Desteği ile Sınav Kaygısı Arasındaki İlişkide Akademik Dayanıklılığın Aracı Rolü

Year 2020, Volume: 48, 409 - 430, 07.01.2020

Şahin Kapıkıran

https://doi.org/10.9779/pauefd.521230

Cited By: 14

Abstract

Bu çalışmanın amacı, ergenlerde, ebeveyn
akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide
akademik dayanıklılığın doğrudan ve dolaylı rolünü incelemektir. Çalışma, 9 ile
12. sınıf lise öğrencilerini içermektedir. Öğrencilerin 223'ü kız, 167'si erkek
olmak üzere toplam 390 kişiden oluşmaktadır. Araştırmada, öğrencilere ebeveyn
akademik başarı baskısı - desteği, sınav kaygısı ve akademik dayanıklılık
ölçekleri uygulanmıştır. Araştırmanın amacına uygun olarak aracılık analizi
yapısal eşitlik modeline dayalı olarak yapılmıştır.  Analiz sonucunda, önerilen modele ait uyum değerlerinin
yeterli düzeyde olduğu bulunmuştur. Akademik dayanıklılığın ebeveyn akademik
başarı desteği ve sınav kaygısı arasında tam aracılığı olduğu (β = -13,
P<.05 - β = -.03, P>.05) 
saptanmıştır. Akademik dayanıklılığın, ebeveyn akademik başarı baskısı
ile sınav kaygısı arasında kısmi aracılık rolü olduğu (β = .21, P <.01 - β =
.17, P <.01) bulunmuştur. Ayrıca ebeveyn başarı baskısı ile sınav kaygısı
arasında olumlu, akademik dayanıklılık ile olumsuz yönde ilişkili olurken,
ebeveyn başarı desteği ile sınav kaygısı arasında olumsuz ve akademik
dayanıklılık ile olumlu yönde ilişkili olduğu bulunmuştur. Bu sonuçlar, sınav
kaygısı, ebeveyn akademik başarı baskısı, ebeveyn akademik başarı desteği ve
akademik dayanıklılık bağlamında tartışılmıştır.

Keywords

Ebeveyn başarı baskısı- Desteği, Sınav kaygısı, akademik dayanıklılık

The Mediator Role of Academic Resilience in the Relationship between Parental Academic Success Pressure and Support and Test Anxiety in Adolescents

Abstract

The aim of this study was to investigate the direct and indirect role of academic resilience in the relationship between parental academic achievement pressure and support and test anxiety in adolescents. The study included 9th and 12th-grade high school students.  Parental academic achievement pressure - support, exam anxiety, and academic resilience scales were applied in the study. For the purpose of the study, the mediation analysis was based on the structural equation model. As a result of the analysis, it was found that the compliance values of the proposed model were enough. It was found that academic resilience was the complete mediation between parental academic success support and test anxiety (β = -13, P <.05 - β = -.03, P >.05). Academic resilience was found to be a partial mediator between parental academic achievement pressure and test anxiety (β = .21, P<.01 - β = .17, P<.01). In addition, there was a positive correlation between parent achievement pressure and test anxiety and a negative correlation with academic resilience. These results were discussed in the context of test anxiety, parental academic success pressure, parental academic achievement support, and academic resilience

Keywords

parent academic achievement pressure-support, test anxiety, academic resilience

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