Lise Öğrencilerinde Algılanan Akademik Destek, Akademik Akış ve Tükenmişlik Arasındaki İlişkiler

Yıl 2024, Cilt: 22 Sayı: 1, 561 - 586, 30.04.2024

Büşra Acar Ağar , Abdullah Atli

https://doi.org/10.37217/tebd.1387273

Öz

Bu çalışmada, algılanan akademik destek ve öğrenci tükenmişliği arasındaki ilişkide akademik akışın aracılık rolü incelenmiştir. Korelasyonel (ilişkisel) desenin kullanıldığı çalışmanın örneklemini 342 lise öğrencisi oluşturmuştur. Çalışmada, kişisel bilgi formu, Akademik Destek Ölçeği (ADÖ), Akademik Bağlamda Akış Ölçeği (ABAÖ) ve Maslach Tükenmişlik Envanteri-Öğrenci Formu (MTE-ÖF) kullanılarak veriler yüz yüze toplanmıştır. Algılanan akademik destek, akademik akış ve tükenmişlik arasındaki ilişkileri incelemek için Yapısal Eşitlik Modeli (YEM) ve Pearson Momentler Çarpımı Korelasyon Analizi kullanılmıştır. Sonuçlar, akademik akışın algılanan akademik destek (anne-baba, öğretmen ve arkadaş) ile pozitif; öğrenci tükenmişliği ile negatif yönde ilişkili olduğunu göstermiştir. Ayrıca algılanan akademik destek ile öğrenci tükenmişliği arasında negatif yönde bir ilişki olduğu tespit edilmiştir. Son olarak algılanan akademik destek ile öğrenci tükenmişliği arasındaki ilişkide, akademik akışın aracılık rolüne sahip olduğu görülmüştür. Araştırmanın dikkat çekici bulgusu ise anne-baba ve öğretmen akademik desteği öğrenci tükenmişliği üzerinde anlamlı bir toplam etkiye sahip iken arkadaş akademik desteğinin öğrenci tükenmişliği üzerinde anlamlı bir etkisinin olmamasıdır. Özellikle öğretmen-öğrenci ilişkisinin önemini ortaya koyan araştırma sonucu, öğretmenlerin destekleyici tutumlarıyla öğrencilerin akademik bağlamda daha sık akış deneyimleyerek tükenmişlik riskinin azaltılabileceğini göstermektedir.

Anahtar Kelimeler

Algılanan akademik destek, Akademik akış, Öğrenci tükenmişliği, Lise öğrencileri

Relationships Among Perceived Academic Support, Academic Flow and Burnout in High School Students

Öz

This study examined the mediating role of academic flow in the relationship between perceived academic support and student burnout. The sample of the study, in which the correlational design was used, consisted of 342 high school students. In the study, data were collected face to face using a personal information form, Academic Support Scale (ASS), Flow in Academic Context Scale (ACFS) and Maslach Burnout Inventory-Student Form (MBS-SF). Structural Equation Modeling (SEM) and Pearson Product-Moment Correlation Analysis were used to examine the relationships among perceived academic support, academic flow and burnout. The results showed that academic flow was positively related to perceived academic support (parents, teachers and friends) and negatively related to student burnout. Additionally, it was determined that there was a negative relationship between perceived academic support and student burnout. Finally, it was observed that academic flow had a mediating role in the relationship between perceived academic support and student burnout. The remarkable finding of the study was that while parental and teacher academic support had a significant total effect on student burnout, peer academic support had no significant effect on student burnout. The result of the research, which revealed the importance of the teacher-student relationship in particular, showed that with the supportive attitudes of teachers, the risk of burnout could be reduced by students experiencing flow more frequently in the academic context.

Anahtar Kelimeler

Perceived academic support, Academic flow, Student burnout, High school students

Kaynakça

• Asakawa, K. (2010). Flow experience, culture, and well-being: How do autotelic Japanese college students feel, behave, and think in their daily lives? Journal of Happiness Studies, 11(2), 205–223. https://doi.org/10.1007/s10902-008-9132-3
• Aypay, A. (2011). İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 511-527. https://toad.halileksi.net/wp-content/uploads/2022/07/ilkogretim-ii-kademe-ogrencileri-icin-okul-tukenmisligi-olcegi-toad.pdf sayfasından erişilmiştir.
• Bask, M. & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28, 511–528. https://doi.org/10.1007/s10212-012-0126-5
• Birch, S. H. & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children’s early school adjustment: The role of teachers and peers. J. Juvonen & K. R. Wentzel (Ed.), Social motivation: Understanding children’s school adjustment içinde (s. 199–225). Cambridge, UK: Cambridge University Press.
• Boudreau, D., Santen, S. A., Hemphill, R. R. & Dobson, J. (2004). Burnout in medical students: Examining the prevalence and predisposing factors during the four years of medical school. Annals of Emergency Medicine, 44(4), 75–76. https://doi.org/10.1016/j.annemergmed.2004.07.248
• Brown, B. B. (1990). Peer groups and peer cultures. S. S. Feldman & G. R. Elliott (Ed.), At the threshold: The developing adolescent içinde (s. 171–196). Cambridge, MA: Harvard University Press.
• Bryce, J. & Haworth, J. (2002). Wellbeing and flow in a sample of male and female office workers. Leisure Studies, 21(3-4), 249-263. https://doi.org/10.1080/0261436021000030687
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri (12. b.). Ankara: Pegem Akademi Yayıncılık.
• Byrne, B. M. (2016). Structural equation modeling with AMOS (3. b.) New York: Routledge.
• Chao, R. K. & Sue, S. (1996). Chinese parental influence and their children’s school success: A paradox in the literature on parenting styles. S. Lau (Ed.), Growing up the Chinese way: Chinese child and adolescent development içinde (s. 93–120). Hong Kong: The Chinese University Hong Kong.
• Chen, J. J. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77-127. https://doi.org/10.3200/MONO.131.2.77-127
• Chen, C. & Uttal, D. H. (1988). Cultural values, parents’ beliefs, and children’s achievement in the United States and China. Human Development, 31, 351–358. https://doi.org/10.1159/000276334
• Clarke, S. G. & Haworth, J. T. (1994). ‘Flow’ experience in the daily lives of sixth-form college students. British Journal of Psychology, 85, 511–523. https://doi.org/10.1111/j.2044-8295.1994.tb02538.x
• Cohen, S. & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310-357. https://doi.org/0033-2909/85/$00.75
• Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171-200. https://doi.org/6570/00/0171–0200$12.00
• Crouter, A. C., MacDermid, S. M., McHale, S. M. & Perry-Jenkins, M. (1990). Parental monitoring and perceptions of children’s school performance and conduct in dual- and single-earner families. Developmental Psychology, 26, 649–657. https://doi.org/10.1037/0012-1649.26.4.649
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: HarperCollins.
• Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1993). Talented teenagers. Cambridge: Cambridge University.
• Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York, NY: HarperCollins.
• Çam, Z., Deniz, K. Z. & Kurnaz, A. (2014). Okul tükenmişliği: Algılanan sosyal destek, mükemmeliyetçilik ve stres değişkenlerine dayalı yapısal eşitlik modeli sınaması. Eğitim ve Bilim, 39(173), 310–325. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2951/710 sayfasından erişilmiştir.
• Çokluk, U., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları (1. b.). Pegem Akademi Yayıncılık.
• Demir, A. (2005). Hemşirelerin tükenmişlik düzeyleri ve tükenmişliği etkileyen faktörler. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Demaray, M. K. & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316. https://doi.org/10.1002/pits.10018.
• Durbin, D. L., Darling, N., Steinberg, L. & Brown, B. B. (1993). Parenting style and peer group membership among European–American adolescents. Journal of Research on Adolescence, 3, 87–100. https://doi.org/10.1207/s15327795jra0301_5
• Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D. & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students’ motivation. Elementary School Journal, 93, 553–574. https://doi.org/0013-5984/93/9305-0008$01.00
• Engeser, S., Rheinberg, F., Vollmeyer, R. & Bischoff, J. (2005). Motivation, flow-erleben und lernleistung in universitaren lernsettings [Motivation, flow experience and performance in learning settings at university]. Zeitschrift für Padagogische Psychologie, 19(3), 159–172. https://doi.org/10.1024/1010-0652.19.3.159
• Erikson, E. H. (1968). Identity, youth, and crisis (1. b.). New York: Norton.
• Ersoy, E. (2020). Ortaokul ve lise öğrencilerinin akademik destek algıları ile okul yaşam doyum düzeyleri arasındaki ilişki. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Fimian, M. J. & Cross, A. H. (1986). Stress and burnout among preadolescent and early adolescent gifted students: A preliminary investigation. The Journal of Early Adolescence, 6(3), 247-267. https://doi.org/10.1177/0272431686063004
• Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A. & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. https://doi.org/10.1016/j.ijer.2017.04.001
• Forest, J., Mageau, G. A., Sarrazin, C. & Morin, E. M. (2011). ‘‘Work is my passion’’: The different affective, behavioral, and cognitive consequences of harmonious and obsessive passion toward work. Canadian Journal of Administrative Sciences, 28(1), 27–40. https://doi.org/10.1002/cjas.170
• Fuligni, A. J., Eccles, J. S., Barber, B. L. & Clements, P. (2001). Early adolescent peer engagement and adjustment during high school. Developmental Psychology, 37, 28–36. https://doi.org/10.1037/0012-1649.37.1.28
• Galán, F., Sanmartín, A., Polo, J. & Giner, L. (2011). Burnout risk in medical students in Spain using the maslach burnout inventory-student survey. International Archives of Occupational and Environmental Health, 84(4), 453-459. https://doi.org/10.1007/s00420-011-0623-x
• Gan, Y., Shang, J. & Zhang, Y. (2007). Coping flexibility and locus of control as predictors of burnout among Chinese college students. Social Behavior and Personality, 35(8), 1087–1098. https://doi.org/10.2224/sbp.2007.35.8.1087
• Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21–43. https://doi.org/10.1177/0272431693013001002
• Hagihara, A., Tarumi, K. & Miller, A. S. (1998). Social support at work as a buffer of work stress–strain relationship: A signal detection approach. Stress Medicine, 14(2), 75-81. https://onlinelibrary.wiley.com/doi/abs/10.1002/(SICI)1099-1700(199804)14:2%3C75::AID-SMI758%3E3.0.CO;2-A sayfasından erişilmiştir.
• Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. http://dx.doi.org/10.1080/10705519909540118
• Husna, N. & Rosiana, D. (2014). Hubungan social support dengan flow pada mahasiswa fakultas psikologi. Prosiding Psikologi, 1–6. https://karyailmiah.unisba.ac.id/index.php/psikologi/article/ view/1546 sayfasından erişilmiştir.
• Jacobs, S. R. & Dodd, D. (2003). Student burnout as a function of personality, social support and workload. Journal of College Student Development, 44(3), 291-303. http://dx.doi.org/10.1353/csd.2003.0028
• Jennings, M. L. (2009). Medical student burnout: Interdisciplinary exploration and analysis. Journal of Medical Humanities, 30(4), 253-269. http://dx.doi.org/10.1007/s10912-009-9093-5
• Karimi, Y., Bashirpur, M., Khabbaz, M. & Hedayati, A. A. (2014). Comparison between perfectionism and social support dimensions and academic burnout in students. Procedia Social Behav Sci, 159, 57–63. http://dx.doi.org/10.1016/j.sbspro.2014.12.328
• Kavla, İ. (1998). Hemşirelerde iş doyumu ile tükenmişlik ilişkisi. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Kaya, S. (2017). Lise öğrencilerinin 21. yüzyıl becerilerinin öğrenci tükenmişliği ve okul bağlılığı ile ilişkisi. (Doktora Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Kemala, E., Safitri, J. & Zwagery, R. V. (2018). Hubungan antara persepsi keterlibatan ayah dalam pengasuhan dengan flow akademik pada peserta didik kelas IX SMP negeri 1 banjarbaru. Jurnal Kognisia, 1(2), 60–64. https://doi.org/10.20527/jk.v1i2.1550
• Kline, R. B. (2005). Principles and practice of structural equation modeling (2. b.). New York: Guilford.
• Kim, B., Jee, S., Lee, J., An, S. & Lee, S. M. (2018). Relationships between social support and student burnout: A meta-analytic approach. Stress Health, 34(1), 127–134. https://doi.org/10.1002/smi.2771
• Kovach, H. R. (2002). Relationship among stress, social support and burnout counseling psychology graduate students. (Doktora Tezi). https://www.proquest.com/docview/305309424?pq-origsite=gscholar&fromopenview=true sayfasından erişilmiştir.
• Kutsal, D. (2009). Lise öğrencilerinin tükenmişliklerinin incelenmesi. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Kutsal, D. & Bilge, F. (2012a). Adaptation of maclach burnout inventory-student survey: Validity and reliability study. World Applied Science Journal, 19(9), 1360-1366. https://doi.org/10.5829/idosi.wasj.2012.19.09.2798
• Kutsal, D. & Bilge, F. (2012b). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri. Eğitim ve Bilim Dergisi, 37(164), 283-297. https://eds.p.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0& sid=918381e6-fab5-4da2-890f-de3a391139c4%40redis sayfasından erişilmiştir.
• Lavigne, G. L., Forest, J. & Crevier-Braud, L. (2012). Passion at work and burnout: A two-study test of the mediating role of flow experiences. European Journal of Work and Organizational Psychology, 21(4), 518–546. https://doi.org/10.1080/1359432X.2011.578390
• Lee, C. Y. S. & Goldstein, S. E. (2016). Loneliness, stress, and social support in young adulthood: Does the source of support matter? Journal of Youth and Adolescence, 45(3), 568–580. https://doi.org/10.1007/s10964-015-0395-9
• Ljubin-Golub, T., Rijavec, M. & Olčar, D. (2016). The relationship between executive functions and flow experiences in learning. Studia Psychologica, 58(1), 47–58. https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=fb08b6ae-08f6-43bc-9f9c-f267a01262c7%40redis sayfasından erişilmiştir.
• Ljubin-Golub, T., Rijavec, M. & Olčar, D. (2020). Student flow and burnout: The role of teacher autonomy support and student autonomous motivation. Psychol Stud, 65(2), 145-156. https://doi.org/10.1007/s12646-019-00539-6
• Markamad, A. & Khuzaemah, K. (2019). Faktor-faktor yang mempengaruhi flow akademik. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan, 1(1), 201–206. http://www.seminar.uad.ac.id/index.php/snmpuad/article/view/3424 sayfasından erişilmiştir.
• Maslach, C. & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
• Maslach, C., Schaufeli, W. B. & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
• Meylan, N., Doudin, P. A., Curchod-Diedi, D. & Stephan, P. (2015). School burnout and social support: The importance of parent and teacher support. Psychologie Française, 60(1), 1-15. https://doi.org/10.1016/j.psfr.2014.01.003
• Nowakowska, S. S. (2014). Measuring adolescents' perceptions of academic social support: The relationship between academic social support, global social support, and level of functioning. (Yüksek Lisans Tezi). https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/3921/ sayfasından erişilmiştir.
• Olčar, D. (2015). Teachers’ life goals and well-being: mediating role of basic psychological needs and flow. (Doktora Tezi). https://www.academia.edu/89466586/Teachers_Life_Goals_and_Well_Being_ Mediating_Role_of_Basic_Psychological_Needs_and_Flow sayfasından erişilmiştir.
• Özer, A., Gençtanırım, D. & Ergene, T. (2011). Türk lise öğrencilerinde okul terkinin yordanması: Aracı ve etkileşim değişkenleri ile bir model testi. Eğitim ve Bilim, 36(161), 302-317. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1041 sayfasından erişilmiştir.
• Pazin, J. S. (2000). The effects of burnout on doctoral counseling students in cacrep accredited universities. (Doktora Tezi). https://www.proquest.com/docview/304677379?pq-origsite=gscholar&from openview=true sayfasından erişilmiştir.
• Popa-Velea, O., Diaconescu, L., Mihailescu, A., Jidveian-Popescu, M. & Macarie, G. (2017). Burnout and its relationships with alexithymia, stress, and social support among Romanian medical students: A cross-sectional study. Int J Environ Res Public Health, 14(6), 560-572. https://doi.org/doi:10.3390/ijerph14060560
• Prihandrijani, E. (2016). Pengaruh motivasi berprestasi dan dukungan sosial terhadap flow akademik pada siswa SMA “X” di surabaya. http://repository.unair.ac.id/46847/13/Elisabeth sayfasından erişilmiştir.
• Putri, E. M. R. (2016). Hubungan antara dukungan sosial dan flow akademik dengan prestasi belajar matematika siswa SMA. Calyptra. Jurnal Ilmiah Mahasiswa Universitas Surabaya, 5(1), 1–21. https://journal.ubaya.ac.id/index.php/jimus/article/view/2768 sayfasından erişilmiştir.
• Räsänen, T., Lintonen, T., Joronen, K. & Konu, A. (2015). Girls and boys gambling with health and well‐being in Finland. Journal of School Health, 85(4), 214-222. https://doi.org/10.1111/josh.12246
• Salmela-Aro, K., Kiuru, N., Pietikainen, M. & Jokela, J. (2008). Does school matter? The role of school context for school burnout. European Psychologist, 13(1), 12–23. https://doi.org/10.1027/1016-9040.13.1.12
• Salmela-Aro, K. & Upadaya, K. (2012). The schoolwork engagement inventory. European Journal of Psychological Assessment, 28(1), 60–67. https://doi.org/10.1027/1015-5759/a000091
• 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. J Happiness Stud, 3(1), 71–92. https://link.springer.com/article/10.1023/A:1015630930326 sayfasından erişilmiştir.
• Schmidt, J. (2003). Correlates of reduced misconduct among adolescents facing adversity. Journal of Youth and Adolescence, 32, 439–452. https://doi.org/10.1023/A:1025938402377
• Schneider, B. & Lee, Y. (1990). A model for academic success: The school and home environment of East Asian students. Anthropology and Education Quarterly, 21, 358–377. https://www.jstor.org/stable/3195710 sayfasından erişilmiştir.
• Shernoff, D. J. & Csikszentmihalyi, M. (2009). Flow in schools: Cultivating engaged learners and optimal learning environments. R. Gilman, E. S. Huebner & M. Furlong (Ed.), Handbook of positive psychology in schools içinde (s. 131–145). New York: Routledge.
• Shernoff, D. J., Csikszentmihalyi, M., Shneider, B. & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176. https://doi.org/10.1521/scpq.18.2.158.21860
• Siu, S. F. (1994). Taking no chances: A profile of a Chinese–American family’s support for school success. Equity and Choice, 10(2), 23–32. https://eric.ed.gov/?id=ED361446 sayfasından erişilmiştir.
• Steele, J. P. & Fullagar, C. J. (2009). Facilitators and outcomes of student engagement in a college setting. The Journal of Psychology, 143(1), 5–27. https://doi.org/10.3200/JRLP.143.1
• Steinberg, L. (2007). Ergenlik (F. Çok, Çev., 5. b.). Ankara: İmge Kitabevi.
• Suryaratri, R. D., Komalasari, G. & Medellu, G. I. (2022). The role of academic self-efficacy and social support in achieving academic flow in online learning. International Journal of Technology in Education and Science (IJTES), 6(1), 164-177. https://doi.org/10.46328/ijtes.345
• Şahan, M. N. (2019). Lise öğrencilerinin akademik bağlamda akış yaşama düzeylerinin başarı hedef yönelimleri ile yordanması. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Tabachnick, G. B. & Fidell, L. S. (2013). Using multivariate statistics (6. b.). London: Pearson.
• Taylor, S. E. (2011). Social support: A review. M. S. Friedman (Ed.), The handbook of health psychology içinde (s. 189–214). NY: Oxford University Press.
• Teachman, J. D., Paasch, K. & Carver, K. (1996). Social capital and dropping out of school early. Journal of Marriage & the Family, 58, 773–783. https://doi.org/10.2307/353735
• Weaver, K. L. (2000). Burnout, stress and social support among doctoral students in psychology. (Doktora Tezi). https://researchrepository.wvu.edu/etd/1216/?utm_source=researchrepository.wvu.edu %2Fetd%2F1216&utm_medium=PDF&utm_campaign=PDFCoverPages sayfasından erişilmiştir.
• Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411–419. https://doi.org/10.1037/0022-0663.89.3.411
• Wentzel, K. R. & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754–763. https://doi.org/10.1111/j.1467-8624.1995.tb00903.x
• Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. International Journal of Educational Development, 24, 283-301. https://doi.org/10.1016/j.ijedudev.2003.12.001
• Yao, E. L. (1985). A comparison of family characteristics of Asian American and Anglo-American high achievers. International Journal of Comparative Sociology, 26, 198–207. https://doi.org/10.1177/002071528502600305
• Yıldız, M., Şenel, E. & Can S. (2016). Öğretmen adaylarının akademik destek algısı ve akademik beklentilere yönelik stres düzeylerinin incelenmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(1), 271-282. https://dspace.trakya.edu.tr/xmlui/handle/trakya/7187 sayfasından erişilmiştir.
• Yuwanto, L. (2013). The nature of flow. D. P. Jaya (Ed.), The nature of flow içinde (s.1-256). SIdoarjo.