KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY amp; PRACTICE
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Received: January 11, 2016 Revision received: March 1, 2017 Accepted: March 28, 2017 OnlineFirst: April 25, 2017 |
Copyright copy; 2017 EDAM DOI 10.12738/estp.2017.4.0173 August 2017 17(4) 1345–1359 |
Research Article
A Positive Model for Reducing and Preventing School Burnout in High School Students
Ayşe Aypay1
Eskişehir Osmangazi University
Abstract
This study aims to develop and test the validity of a model limited to attitude towards the future and subjec- tive well-being for reducing and preventing the school burnout that high school students can experience. The study is designed as a relational screening model conducted over 389 high school students. The data in this study are analyzed using the structural equation modeling technique. In this regard, confirmatory factor analyses have been conducted to determine whether the scalersquo;s factor structures can be confirmed through the research data in terms of attitudes toward the future, subjective well-being, and school burnout. After revealing that the models defined for the factor structures of the scales had a good fit with the data gathered, a model regarding the relationships among the attitudes towards the future, subjective well-being and school burnout was established. These relationships were modeled using a path diagram. According to the developed model, a positive relationship exists between subjective well-being and attitude toward the future. Both attitude toward the future and subjective well-being negatively relate to school burnout. The developed model can be used for reducing high school studentsrsquo; burnout.
Keywords
School burnout bull; Subjective well-being bull; Attitudes toward the future bull; Structural equation model bull; High school students
1 Correspondence to: Ayşe Aypay (PhD), Faculty of Education, Eskişehir Osmangazi University, Eskişehir 26480 Turkey. Email: ayseaypay@hotmail.com
Citation: Aypay, A. (2017). A positive model for reducing and preventing school burnout in high school students. Educational Sciences: Theory amp; Practice, 17, 1345–1359. http://dx.doi.org/10.12738/estp.2017.4.0173
School is an essential institution that provides children with opportunities for cognitive, affective, behavioral, and social development; it equips them with the necessary qualifications for them to make their place in society and at work. Although one of schoolrsquo;s most important functions is to help children in their learning processes (Zigler, Kagan, amp; Muenchow, 1982), this institution can become a stress factor (Chang, Rand, amp; Strunk, 2000) that causes students to experience emotional, academic, behavioral, and interpersonal problems (Erdur-Baker, Ouml;zmen, amp; Ouml;zmen, 2011). Students have difficulty concentrating on activities related to school (Jacob, 2005); their lack of concentration negatively affects their level of learning while damaging the academic and social aspects of their development not just in school but also in their future (Beaman amp; Wheldall, 1997; Little amp; Hudson, 1998; Stornes amp; Bru, 2011). For example, negative thinking and depression, avoiding academic tasks, lack of concentration, and fear of school are the most serious problems encountered at school (Poulou amp; Norwich, 2000). In particular, children who are in a demanding and competitive education system can find themselves in a process where they are forced to be under greater internal and external pressures regarding outperforming their peers.
In addition to high grade point averages playing an important role in moving to the next educational stage starting with elementary school, students also face difficult exams that they need to pass. While moving to the next stage of education is challenging in that it requires a new process of self-adaptation (Anderman, Maehr, amp; Midgley, 1999; Anderman amp; Midglay, 1997; Bernd amp; Mekos, 1995; Rice, 2001; Simmons, Carlton-Ford, amp; Blyth, 1987; Wigfield, Eccles, Maclver, Reuman, amp; Midgley, 1991), this transition period, which comes after a rather painful process, makes studentsrsquo; new school life even more difficult. The transition from middle school to high school is one of the most important transitions in adolescence (Salmela-Aro, Savolainen, amp; Holopainen, 2009). When coming to high school with an accumulation of fatigue, boredom, and stress, students are under pressure to prepare for tests that will determine their future; it gives them serious direction in terms of their profession. In this process, they also try to form a sense of identity as a result of the developmental stage they are going through while trying to fulfill developmental tasks in terms of social, professional, and sexual aspects (Steinberg, 2007). Over onersquo;s school career, the high school years have particular significance for experiencing school burnout. Studentsrsquo; risk of experiencing school burnout increases at this time because of the negative influences from their accumulated experiences in the education system, as well as the from the stress and sense of tiredness due to the challenging and painful process when passing from middle school to high school. These things combine with the cognitive, affective, social, and behavioral turmoil of adolescence. Bask and Salmela-Arorsquo;s (2013) findings, based on their longitudinal study, confirm this view
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