Social Support and School Climate as Predictors of School Connectedness in High School Students

Yıl 2020, , 334 - 351, 05.06.2020

Ali Rıza Yavrutürk , Tahsin İlhan , Kemal Baytemir

https://doi.org/10.14686/buefad.653345

Cited By: 1

Öz

This study aimed to investigate the extent to which perceived social support score and school climate score in high school students predicted the school connectedness score. The study was carried out with a total of 796 students including 421 (52.9%) girls and 375 (47.1%) boys attending different grades in 10 different secondary schools. Data collection tools included, the Perceived School Experiences Scale, the Perceived Social Support Scale, and the School Climate Scale. Data were analyzed using Pearson Product Moment Correlation Coefficient, Multiple Linear Regression, independent groups t-test, One-way ANOVA, and Kruskal-Wallis H Test. According to the results of the study, all of the variables were found to be significantly correlated with each other. The results of the regression analysis indicated that school climate and family, friends, and teachers variables, which are the sub-dimensions of social support, explained 42.7% of the total variance of school connectedness. As a result of the difference analysis, the school connectedness score was determined to not differ significantly by gender, while it yielded a significant difference by grade level. Also, the school connectedness scores of the students indicated a significant difference by school type and reasons for selecting the school.

Anahtar Kelimeler

High school students, School connectedness, Social support, School climate

Kaynakça

• Abbott, R., Catalano, R. F., Hawkins, J. D., Hill, K. G., & Kosterman, R. (1999). Preventing adolescent health - risk behaviors by strengthening protection during childhood. Archives Pediatrics & Adolescent Medicine, 153 (3), 226 - 234.
• Akgül, T. (2013). Ortaöğretim öğrencilerinin okul iklimine ilişkin algıları ile insani değerleri benimseme düzeyleri arasındaki ilişki.[Relationship between perceived school climate and adoption levels of human values by secondary school students]. Master Thesis, Fırat University, Elazığ.
• Akman, Y. (2010). İlköğretim ikinci kademe öğrencilerinin şiddet ve okul iklimi algıları arasındaki ilişki. Yüksek Lisans Tezi [The relationship between school climate and violence perception of 6th, 7th and 8th grade students]. Master Thesis, Gazi University, Ankara.
• Aktaş, Y. (1997). Üniversite öğrencilerinin uyum düzeylerinin incelenmesi: Uzunlamasına bir çalışma. Hacettepe University Journal of Education, 13, 107 - 110.
• Anderson-Butcher, D., Amorose, A., Iachini, A., Ball, A. (2012). The development of the perceived school experiences scale. Research on Social Work Practice, 22 (2), 186 - 194.
• Arıman, F. (2007). İlköğretim 7. ve 8. sınıf öğrencilerinin zorbalık eğilimleri ile okul iklimi algıları arasındaki ilişkinin incelenmesi [Researching the relationship between the school climate and bullying tendancy among the 7th and 8th grade students in primary school].Master Thesis, Yeditepe University, İstanbul.
• Arslan, Y. (2009). Lise öğrencilerinin algıladıkları sosyal destek ile sosyal problem çözme arasındaki ilişkinin incelenmesi. [The examination of the relationship between high school students? perceived social support and their social problem solving levels].Master Thesis, Selçuk University, Konya.
• Başer, Z. (2006). Aileden algılanan sosyal destek ile kendini kabul düzeyi arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi [The analyze of the relation between the perceived social support taken from the family and the level of self-acceptance]. Master Thesis, Ataturk University, Erzurum.
• Baykara, E. (2009). Öğretmen ve yöneticilerin okul iklimine ilişkin algıları ile toplam kaliteye ilişkin tutumları arasındaki ilişki (Üsküdar örneği) [Teacher and adminstrator perceptions regarding school climate and attitudes about the relationships between total quality (Uskudar example)]. Master Thesis, Yeditepe University, İstanbul.
• Baytemir, K., Kösterelioğlu, M. A., & Kösterelioğlu, İ. (2015). Algılanan okul yaşantıları ölçeğinin türkçeye uyarlanması: Geçerlilik ve güvenirlilik çalışması [Adaptation of Perceived School Experiences Scale to Turkish: Validity and Reliability Study]. Cankiri Karatekin University Journal of Institute of Social Sciences, 6 (2), 597 - 608.
• Bilge, F., & Kutsal, D. (2012). Lise öğrencilerinin tükenmişlik ve sosyal destek düzeyleri. [A Study on the Burnout and Social Support Levels of High School Students]. Education and Science, 37 (164), 283 - 297.
• Bilgiç, S. (2009). İlköğretim öğrencilerinde okul yaşam kalitesi algısının arkadaşlara bağlılık ve empatik sınıf atmosferi değişkenleriyle ilişkisinin incelenmesi [Investigation of the relationships between the perception of school life quality and the variables of attachment to friends and empathic classroom atmosphere among elementary school students]. Master Thesis, Cukurova University, Adana
• Blumenfeld, P. C., Fredricks, J. A., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59 - 109.
• Bourke, S., & Smith, M. (1998). Quality of school life and intentions for futher education: The case of rural high school. Education Psychology, 18 (2), 28 - 45.
• Bowen, G. L., & Brewster, A. B. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21 (1), 47 - 67.
• Bowen, G. L., & Woolley, M. E. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56, 92 - 104.
• Bronis, M., Samdal, O., & Wold, B. (1999) Relationship between students perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School İmprovement, 10, 296 - 320.
• Brown, M. B., Mcleod, L. E., Tressell, M. S., & Unger, D. G. (2000). The role of family support in interparental confilict and adolescent academic achievement. Journal of Child and Family Studies, 9, 191 - 202.
• Brown, M. R., Higgins, K., Pierce, T., Hong, E., & Thoma, C. (2003). Secondary students perceptions of school life with regard to alienation: The effects of disability, gender and race. Learning Disability, 26, 227 - 238.
• Bursalıoğlu, Z. (2003). Eğitim yönetiminde teori ve uygulama. [Theory and practice in educational management]. Ankara: Pegem A Publishing.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (18. bs.) [Scientific research methods (18th ed.)]. Ankara: Pegem Academy Publishing.
• Cairns, R. B., & Mahoney, J. L. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33 (2), 241 - 253.
• Cenkseven, F., & Sarı, M. (2008). İlköğretim öğrencilerinde okul yaşam kalitesi ve benlik kavramı. [Quality of school life and self-concept among elementary school students]. Journal of Human Sciences, 5 (2), 1 - 17.
• Coleman, P. K. (2003). Perceptions of parent – child attachment, social self – efficacy and peer relationships in middle childhood. Infant and Child Development, 12, 351 - 368.
• Crump A. D., & Simons-Morton, B. G. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73 (3), 121 - 125.
• Çalık, T., Kandemir, M., Kurt, T., Özbay, Y., & Özer, A. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, prososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. [Examination of Primary Scool Students’ Bullying Status on The Basis of the Variables of School Climate, Pro-Social Behaviors, Basic Needs and Gender]. Educational Administration: Theory and Practice, 15, (60), 555 - 576.
• Çalık, T., & Kurt, T. (2010). Okul iklimi ölçeği’nin (OİÖ) geliştirilmesi. [Development of the school climate scale (SCS)]. Education and Science, 35, (157), 167 - 180.
• Çelik, V. (2002). Okul kültürü ve yönetimi [School culture and management]. Ankara: Pegem A Publishing.
• Çivitçi, N. (2011). Lise öğrencilerinde okul öfkesinin yordayıcıları olarak okula yabancılaşma ve algılanan sosyal destek. Elementary Education Online, 10 (3), 861 - 871.
• Çukur, Ş. C., & Ünal, H. (2011). Okula bağlılık, okulda uygulanan disiplin teknikleri ve okulda mağdurluğun lise öğrencilerinin sapkın davranışları üzerindeki etkisi [The Effects of School Bonds, Discipline Techniques in School and Victimization on Delinquency of High School Students]. Educational Sciences: Theory & Practice ,11 (2), 574 - 570.
• Daly, B., Shin, R., & Vera, E. (2007). The relationships of peer norms, ethnic identity and peer support to school engagement in urban youth. Professional School Counseling, 10 (4), 379 - 388.
• Davidson, L. M., Demaray, M. K., Hodgson, K. K., Malecki, C. K., & Rebus, P. J. (2005). The relationship between social sup¬port and student adjustment: A longitudinal analysis. Psycho¬logy in the Schools, 42, 691 - 706.
• Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for studentsat risk. Psychology in the Schools, 39 (3), 305 - 316.
• Demir, Ö., Kaya, H. İ., & Metin, M. (2012). Lise öğrencilerinde okul kültürünün bir öğesi olarak okul yaşam kalitesi algısının incelenmesi. [An Investigation of High School Students’ School Quality of Life Perceptions as an Element of School Culture]. Pegem Journal of Education & Intruction, 2 (4), 9 - 28.
• Dilmaç, B., Karababa, A., & Oral, T. (2018). Ortaokul öğrencilerinde okula bağlılığın yordanmasında algılanan sosyal destek ve değerin rolü [The Role of perceived social support and value in prediction of school attachment among secondary school students]. H. U. Journal of Education, 33 (2), 269 - 279.
• Dindar, M. M. (2008). Farklı türdeki ortaöğretim kurumlarında öğrenim gören öğrencilerin okul iklimi algılarının karşılaştırılması. Yüksek lisans tezi [Comparing the understanding of school climate of the students who take education in different kind of secondary schools]. Master Thesis, Yeditepe University, İstanbul.
• Doğan, S. (2012). Lise öğrencilerinin okul iklimi algıları [School climate perceptions of high school students]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5 (10), 55 - 92.
• Durmaz, A. (2008). Liselerde okul yaşam kalitesi (Kırklareli ili örneği) [Quality of school life in high schools (the case of Kırklareli province)]. Master Thesis, Trakya University, Edirne.
• Ergene, T., & Yıldırım, İ. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranışlar ve sosyal destek [Social support, submissive acts, and test anxiety as predictors of academic achievement among high school students]. H. U. Journal of Education, 25, 224 - 234.
• Erkal, S., Yalçın, A. S., & Sancar, B. (2012). Ankara üniversitesi sağlık bilimleri fakültesi öğrencilerinin ebelik ve hemşirelik bölümlerini seçme nedenleri [Ankara unıversity faculty of health sciences students’ reasons for selecting midwifery and nursing divisions]. Ankara University Faculty of Health Sciences, 1 (1), 73 - 90
• Erkan, S., Karip, E., Özdemir, S., Sezgin, F., & Şirin, H. (2010). İlköğretim okulu öğrencilerinin okul iklimine ilişkin algılarını yordayan değişkenlerin incelenmesi [Examining the variables predicting primary school students’ perceptions of school climate].. H. U. Journal of Education, 38, 213 - 224.
• Eser, Ş. (2010). Okul öncesi öğretmenlerinde iş doyumu, meslektaş ilişkileri ve okul idaresi desteği arasındaki ilişkilerin incelenmesi [Interrelations among job satisfaction, colleague relationships and managerial support in early childhood teachers: The case of Tekirdağ]. Master Thesis, Canakkale Onsekiz Mart University, Canakkale
• Evertson, C. M., & Weinstein, C. S. (2006). Handbook of classroom management: Research, practice and contemporary ıssues. London: Lawrence Erlbaum Assocıates.
• Faircloth, B. S., & Hamm, J. V. (2005). Sense of belonging among high school students representing four ethnic groups. Journal of Youth Adadolescence, 34 (4), 293 - 309.
• Falci, C., & McNeely, C. (2004). School connectedness and the transition into and out of health - risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74 (7), 284 - 292.
• Furrer, C., Kindermann, T., Marchand, G., & Skinner, E. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 7 (4), 765 - 781.
• Gençdoğan, B. (2006). Lise öğrencilerinin sınav kaygısı ile boyun eğicilik düzeyleri ve sosyal destek algısı arasındaki ilişkiler. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (1), 143 - 152.
• Guay, F., Larose, S., Ratella, C. F., & Senecal, C. (2005). Perceptions of parental involvement and support as predictors of collegestudents’ persistence in a science curriculum. Journal of Family Psychology, 19 (2), 286 - 293.
• Hagborg, W. J. (1994). An exploration of school membership among middle and high school students. Journal of Psychological Assessment, 12, 312 - 323.
• İkiz, F. E., & Sağlam, A. (2017). Ortaokul öğrencilerinin şiddet eğilimleri ile okula bağlılık düzeyleri arasındaki ilişkinin incelenmesi. [The relation between tendency to violence and the level of school engagement]. Elementary Education Online, 16 (3). 1235 - 1246.
• Kalaycı, H., & Özdemir, M. (2013). Lise öğrencilerinin okul yaşamının niteliğine ilişkin algılarının okul bağlılıkları üzerine etkisi [The influence of students’ perceptions toward quality of school life on their school engagement]. GEFAD / GUJGEF, 33 (2), 293 - 315.
• Kapıkıran, Ş., & Özgüngör, S. (2009). Ergenlerin sosyal destek düzeylerinin akademik başarı ve güdülenme düzeyi ile ilişkileri [The relationship between the social support and the achievement and motivation of adolescents]. The Journal of Child and Adolescence Mental Health, 16 (2), 21 - 30
• Karan, İ. (2012). Ortaöğretim öğrencileri için çok boyutlu okul iklimi algısı ölçeğinin geliştirilmesi [Development of multi-dimensional perception of school climate scale for secondary school students]. Master Thesis, Yeditepe University, İstanbul.
• Karasar, N. (2012). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler, Teknikler [Scientific Research Method: Concepts, Principles, Techniques]. Ankara: Nobel Publishing.
• Karatzias, A., Power, K. G., Flemming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stres on predicting school satisfaction/dissatisfaction: Review of the literature and research finding, Education Psychology, 22 (1), 33 - 50.
• Kashdan, T. B., & Roberts, J. E. (2004). Social anxiety’s impact on effect, curiosity, and scial self – efficacy during a high self – focus threat situation. Cagnitive Therapy and Research, 28 (1), 119 - 141.
• Kaşık, D. (2009). Ergenlerde karar verme stilleri ve algılanan sosyal destek düzeylerinin sosyal yetkinlik beklentisi ve bazı değişkenler açısından incelenmesi [Adolesent self-esteem and decision-making style of the decision with the perceived level of social support, social competence and level of expectation in terms of some variable treated as a comparative analysis]. Master Thesis, Selcuk University, Konya.
• Kayıkçı, K., & Sayın, Ö. (2010). Ortaöğretim kurumlarında öğrenim gören öğrencilerin okuldan memnuniyet düzeyleri [Satisfactıon levels of high school students]. Milli Eğitim Dergisi, 187, 207 - 224.
• Kılıçoğlu, G. (2010). İlköğretim okulu öğretmenlerinin örgütsel bağlılık algılarının bazı değişkenler açısından incelenmesi [Examining the elementary school teachers' organizational commitment perceptions according to some variables]. Master Thesis, Ege University, Izmir.
• Kızılay, M. (2008). İlköğretim okullarında ikinci kademe öğrencilerin okula bağlılık durumlarına ilişkin öğrenci ve öğretmen görüşleri [Ideas of students and teachers about the state of devotion of 6, and 8 grade students in primary school]. Master Thesis, Yeditepe University, İstanbul.
• Kızmaz, Z. (2006). Okullardaki şiddet davranışının kaynakları üzerine kuramsal bir yaklaşım [A theoretical approach to the roots of violence behaviors at schools]. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 30, 47 - 70.
• Koç, M., Avşaroğlu, S., & Sezer, A. (2004). Üniversite öğrencilerinin akademik başarıları ile problem alanları arasındaki ilişki [Relationship between academic success and problematic areas of the university students.]. Selcuk University - Journal of Institute of Social Sciences, 11, 483 - 498.
• Korkmaz, M. (2011). İlköğretim okullarında örgütsel iklim ve örgüt sağlığının örgütsel bağlılık üzerindeki etkisi [The effects of organizational climate and organizational health on organizational commitment in primary schools]. Educational Administration: Theory and Practice], 17(1), 117-139.
• Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: conceptualization, assessment and associated variables. Clinical Child and Family Psychology Review, 6, 31 - 49.
• Manlove, J. (1998). The influece of high school drop out and school disengagement on the risk of schoolaged pregnancy. Journal of Research on Adolescence,82, 187 - 220.
• Marks, G. N. (1998). Attitudes to school life: Their influences and their effects on achievement and leaving school. Australian Council For Education Research, 5, 38 - 54.
• Meeus, W. (1993). Occupational identity development, school performance and social support in adolescence: Findings of a dutch study. Adolescence, 28, 809 - 818.
• Mengi, S. (2011). Ortaöğretim 10. ve 11. Sınıf öğrencilerinin sosyal destek ve öz yeterlilik düzeylerinin okula bağlılıkları ile ilişkisi [Relations for the social support and self efficacy with school bonding of the secondary education 10th and 11th classes students]. Master Thesis, Sakarya University, Sakarya
• Midgley, C., Roeser, R. W., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents psychological and behavioral functioning in school: The mediating role of goalsand belonging. Journal of Educational Psychology, 88, 408 - 422.
• Osterman, K. F. (2000). Students need for belonging in the school community. Review of Educational Research, 70 (3), 323 - 367.
• Önen E. (2014). Öğrencinin okula bağlılığı ölçeği: Türk ortaokul ve lise öğrencileri için uyarlama çalışması [Student engagement instrument: adaptation study for turkish secondary and high school students]. Turkish Psychological Counseling and Guidance Journal, 5 (42), 221 - 234.
• Özdemir, S. (2000). Eğitimde örgütsel yenilenme [Organizational renewal in education]. Ankara: Pegem A Publishing.
• Özen, D. Ş. (1998). Eşler arası çatışma ve boşanmanın farklı yaş ve cinsiyetteki çocukların davranış ve uyum problemleri ile algıladıkları sosyal destek üzerindeki rolü [The role of marital conflict and divorce on behavior and adjustment problems and perceived social support of children at different sex and age]. Doctoral Dissertation, Hacettepe University, Ankara
• Pastore, M., Perkins, D. D., Santinello, M., & Vieno, A. (2007). Social support, sense of community in school and self - efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology. 39, 177 - 190.
• Posner, J. K., & Vandell, D. L. (1999). After school activities and the development of low - in come urban children: A longitudinal study. Developmental Psychology, 35 (3), 868 - 879.
• Rahat, E. (2014).Benlik kurgusu, sosyal destek, başa çıkma stilleri ve yılmazlığın üniversite yaşamına uyumu yordama güçlerinin incelenmesi [An investigation predictive role of self-construal, social support, coping styles and resilience on adjustment to university life]. Master Thesis, Gaziosmanpasa University, Tokat.
• Sağlam, A. (2016). Ortaokul öğrencilerinin şiddet eğilimleri ile okula bağlılık düzeyleri arasındaki ilişkinin incelenmesi [The i̇nvestigation of the relationship between violence tendencies and school engagement levels of secondary schoool students]. Master Thesis, Dokuz Eylul University, Izmir.
• Saraç, K. (2015). Okul ikliminin ortaokul öğrencilerinin algılarına göre değerlendirilmesi [An evaluation of school climate as percieved by students]. Master Thesis, Eskisehir Osmangazi University, Eskisehir
• Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu [Sense of school belonging among high school students]. Anadolu University Journal of Social Science,13 (1), 147 - 160.
• Sarı, M.,Ötünç, E., & Erceylan, H. (2007). Liselerde okul yaşam kalitesi: Adana İli Örneği [Quality of life in high schools: the case of adana province]. Educational Administration: Theory and Practice, 50, 297 - 320.
• Savi, F. (2011). Çocuk ve ergenler için okula bağlanma ölçeği: Geçerlik ve güvenirlik çalışması [School attachment scale for children and adolescents: the study of validity and reliability]. Elementary Education Online, 10 (1), 80 - 90.
• Schlechty, P.C. (2001). Shaking up the school house: How to support and sustain educational innovation. San Francisco: Jossey – BassWileyimprint.
• Sığınır, A. (2013). Meslek liselerindeki yönetici davranış boyutlarının okul iklimine etkisi [Vocational high school climate executive size effects of conduct]. Master Thesis, Yeditepe University, Istanbul.
• Sorias, O. (1988). Sosyal destek kavramı. Ege Journal of Medicine, 27 (1), 353 - 357.
• Şahin, N. G. (2011). Üniversite öğrencilerinin kendini açma, öznel iyi oluş ve algıladıkları sosyal destek düzeylerinin karşılaştırılması [Comparison of levels pertain to self disclosure, subjective well-being and perceived social support of university students]. Master Thesis, Dokuz Eylul University, Izmir.
• Şahin, İ., Zoraloğlu, Y. R., & Şahin Fırat, N. (2011). Üniversite öğrencilerinin yaşam amaçları, eğitsel hedefleri, üniversite öğreniminden beklentileri ve memnuniyet durumları [University students’ aims in life, educational goals, expectations from the university and their state of satisfaction]. Educational Administration: Theory and Practice, 17 (3), 429 - 452.
• Şencan, B. (2009). Lise öğrencilerinin algıladıkları sosyal destek düzeyi ile sosyal yetkinlik beklentisi düzeylerinin bazı değişkenlere göre incelenmesi [Research of the perceived social support level by high school students and social self efficacy expectation level according to some variable]. Master Thesis, Cukurova University, Adana.
• Taşkıran, A. (2008). Meslek lisesi öğrencilerinin okul iklimi algıları ile mesleki olgunluk düzeyleri arasındaki ilişki [The relation between the school climate perception and professional ripeness levels for the students of vocational high schools]. Master Thesis, Yeditepe University, İstanbul.
• Taysi, E. (2000). Benlik saygısı, aile ve arkadaşlardan sağlanan sosyal destek: Üniversite öğrencileriyle yapılan bir çalımsa [Self esteem, perceived social support from friends and parents: A study with university students]. Master Thesis, Ankara University, Ankara.
• Tezcan, T. (2011). Okul öncesi öğretmenlerinin yaşam kalitesi ve iş doyumlarının bazı değişkenler açısından incelenmesi (Bolu ili örneği [The research about the life qualities and the job satisfaction of the pre-school education teachers from the standpoint of some factors (the Bolu sample)]. Master Thesis, Abant İzzet Baysal University, Bolu.
• Thomasson, L. V. (2006). A study of the relationship between school climate and student performance on the virginia standards of learning tests in elementary schools. Doctoral Dissertation. Virginia Commonwealth University. Virginia. USA.
• Thomson, S. (2005). Engaging students with school life. Youth Studies Australia, 24 (1), 10 - 15.
• Uwah, C. J., McMahon, H. G., & Furlow, C. F. (2008). School belonging, educational aspirations, andacademic self - efficacy among African American male high school students: Implications for school counselors. Professional School Counseling, 11 (5), 296 - 305.
• Wentzel, K. R. (1998). Socil relationship and motivation in middle school: The role of parent, teacher and pers. Journal of Educational Psychology, 90 (2), 202 - 207.
• Yamaç, Ö. (2009). Üniversite öğrencilerinin algıladıkları sosyal destek ile başa çıkma stilleri arasındaki ilişki [The relationship the styles of the defeating the stress with the social support which the university students percepted]. Master Thesis, Selcuk University, Konya.
• Yıldırım, İ. (1997). Algılanan sosyal destek ölçeğinin geliştirilmesi, güvenilirliği ve geçerliği. H. U. Journal of Education, 13, 220 - 235.
• Yıldırım, İ. (2004). Algılanan sosyal destek ölçeği’nin revizyonu. Eurasian Journal of Educational Research, 17, 221 - 236.
• Yıldırım, İ. (2006). Akademik başarının yordayıcısı olarak gündelik sıkıntılar ve sosyal destek [Daily hassles and social support as predictors of academic achievement]. H. U. Journal of Education, 30, 258 - 267.
• Yılmaz, E., Yılmaz, E, & Karaca, F. (2008). Üniversite öğrencilerinin sosyal destek ve yalnızlık düzeylerinin incelenmesi [Examining the level of social support and loneliness of university students]. Genel Tıp Dergisi, 18 (2), 71 - 79.