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Ergenlerde Eğitim Stresi ve Okul Tükenmişliği Arasındaki İlişkide Üstbilişsel Farkındalığın Aracı Rolü

Yıl 2017, Sayı: 11, 159 - 175, 25.01.2017

Öz

Bireyin görev ve stratejiler hakkındaki
bilgilere ek olarak öğrenmeyi planlama, kullanma, düzenleme ve öğrenme
stratejilerini değerlendirme gibi üstbiliş becerilerinden oluşan metabiliş,
öğrencilerin öğrenmelerini doğrudan etkileyen bir süreç olarak kabul edilir.
Eğitim stresi öğrencilerin okulda ya da okul dışındaki başarısını etkileyen,
okul ile ilgili görevleri yerine getirmek için karşılaştıkları problemlere
verilen bir reaksiyondur. Okul tükenmişliği ise bir öğrenci olarak yetersiz
hissetme, okula karşı soğuma ve okul gerekliliklerine karşı tükenmeye dayanan bir
kavramdır. Bu çalışmanın amacı eğitim stresi, okul tükenmişliği ve üstbiliş
arasındaki ilişkiyi belirlemek ve eğitim stresi ile okul tükenmişliği
arasındaki ilişkide üstbilişsel farkındalığın aracı rolünü incelemektir.
Çalışmanın örneklemi, Ağrı ilinde ortaokula devam eden 7. ve 8. sınıflardan
seçilmiş 303 öğrenciden oluşmaktadır. Veri toplamak amacıyla “Ortaokul
Üstbilişsel Farkındalık Envanteri” ile “Eğitim Stresi ve Okul Tükenmişliği
Ölçeği” kullanılmıştır. Değişkenler arası ilişkileri saptamak için Pearson
Momenler Çarpımı Korelasyon analizi ve okul tükenmişiği üzerinde üstbiliş ve
eğitim stresinin yordama gücünü tespit etmek için basit ve Çoklu/Aşamalı
Regresyon analizi kullanılmıştır. Korelasyon analizi sonucuna göre; üstbiliş,
eğitim stresi ve okul tükenmişliği arasında istatistiksel olarak önemli
ilişkilerin olduğu, aşamalı regresyon analizi sonucuna göre ise; üstbilişsel
farkındalığın, eğitim stresi ve okul tükenmişliği arasında aracı role sahip
olduğu ve eğitim stresinin okul tükenmişliğinin güçlü bir yordayıcısı olduğu
tespit edilmiştir.

Kaynakça

  • Akın, A., Sarıçam, H., Demirci, İ., Yalnız, A., Yıldız, B. & Usta, F. (2013). The adaptation of School Burnout Inventory (SBI) to Turkish and its psychometric properties. Istanbul 2013 World Congress of Psychological Counselling and Guidance, 8-11 September, Istanbul, Turkey.
  • Ang, R. P. & Huan, V. S. (2006). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37, 133-143. Doi: 10.1007/s10578-006-0023-8
  • Arslan, S. (2014). An investigation of the relationships between metacognition and self-regulation with structural equation. International Online Journal of Educational Sciences, 6(3), 603-611.
  • Aydın, U. & Abuz, B. (2010). Turkish versions of the Junior Metacognitive Awareness Inventory (Jr. MAI): The validation study. Education & Science, 35(157), 30-45.
  • Aypay, A. (2012). Secondary School Burnout Scale (SSBS). Educational Sciences: Theory & Practice, 12(2), 182-787.
  • Aypay, A. & Eryılmaz, A. (2011). Relationships of high school sdutent’ subjective well-being and school burnout, International Online Journal of Educational Sciences, 3(1), 181-199.
  • Bianchi, R., Truchot, D., Laurent, E., Brisson R. & Schonfeld, I.S. (2014). Is burnout solely job-related? A critical comment. Scandinavian Journal of Psychology, 55, 357-361.
  • Çelik, I., Akın, A. & Sarıçam, H. (2014). A scale adaptation study related to the examination of adolescents' levels of educational stress. üniversitepark Bülten, 3(1-2), 44-55. Doi: 10.12973/unibulletin.312.4
  • Chan, A.H.S., Chen, K. & Chong, E.Y.L. (17-19 March 2010), Work stress of teachers from primary and secondary schools in Hong Kong. International Multi Conference of Engineers and Computer Scientists. Retrieved from: http://www.iaeng.org/publication/IMECS2010/IMECS2010_pp1903-1906.pdf
  • Cohen, S., Kessler, R.C. & Gordon, U.L. (1995). Strategies for measuring stress in studies of psychiatric and physical disorder. In: Cohen S, Kessler RC, Gordon UL, (Eds). Measuring stress: A guide for health and social scientists (pp.3-26). New York, NY: Oxford University Press.
  • Coutinho, S.A. (2007). The relationship between goals, metacognition, and academic success. Educate, 7(1), 39-47.
  • Eisenberg, N. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681-698.
  • Elkind, D. (1987). Superbaby syndrome can lead to elementary school burnout by young children. Young Children. Retrieved from: http://drwendyhart.com/pdfs/sscltesb.pdf
  • Ellis, A.K., Denton, D. W. & Bond, J. B. (2014). An analysis of research on metacognitive teaching strategies. Procedia - Social and Behavioral Sciences, 116, 4015-4024.
  • Garcia-Moya, I., Rivera, F. & Moreno, C. (2013). School context and health in adolescence: The role of sense of coherence. Scandinavian Journal of Psychology, 54, 243–249.
  • Hair J. Black W., Babin B., Anderson R. & Tatham R. (2006). Multivariate Data Analysis (6th edition).Upper Saddle River, NJ: Pearson Education, Inc.
  • Ilbay, A.B. (2016). Student burnout in associate degree. European Journal of Educational Studies 8(1), 45-59.
  • Karakelle, S. & Saraç, S. (2007). Validity and factor structure of Turkish versions of the Metacognitive Awareness Inventory for Children (Jr. MAI) - A and B Forms. Türk Psikoloji Yazıları, 10(20), 87-103.
  • Keng, S.L., Smoski, M.J. & Robinsa, C.J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056. doi: 10.1016/j.cpr.2011.04.006
  • Kiaei, Y.A. (2014). The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education. Unpublished PhD thesis. USA: Florida International University.
  • Kohn, J.P. & Frazer, G.H. (1986). An academic stress scale: Identification and rated importance of academic stressors. Psychological Reports, 59, 415-426.
  • Lai, E.R. (2011). Metacognition: A literature review. Always learning: Pearson research report.
  • Lazarus, R.S. & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
  • Lee, J., Puigm, A., Lea, E. & Lee, S.M. (2013). Age-related differences in academic burnout of Korean adolescents. Psychology in the Schools, 50(10), 1015-1031. Doi: 10.1002/pits.21723
  • Livingston, J.A. (1997). Metacognition: An overview. Retrieved form: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
  • MacGeorge, E.L., Samter, W. & Gillihan, S. J. (2005). Academic stress, supportive communication, and health. Communication Education, 54(4), 365-72.
  • Martinez, M.E. (2006). What is metacognition? Phi Delta Kappan, 87, 696-699.
  • Maslach, C. & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99-113.
  • May, R.W., Sanchez-Gonzalez, M. A. & Fincham, F. D. (2014). School burnout: Increased sympathetic vasomotor tone and attenuated ambulatory diurnal blood pressure variability in young adult women, stress. The international journal on the biology of stress, 17(1), 79-87.
  • Metcalfe, J. & Shimamura, P. (1994). Metacognition: Knowing about knowing. Cambridge, MA: MIT Press.
  • Moksnes, U.K., Byrne, D. G., Mazanov, J. & Espnes, G. A. (2010). Adolescent stress: Evaluation of the factor structure of the Adolescent Stress Questionnaire. Scandinavian Journal of Psychology, 51, 203–209.
  • Moksnes, U.K., Løhre, A., Lillefjell, M., Byrne, D.G. & Haugan, G. (2016). The association between school stress, life satisfaction and depressive symptoms in adolescents: Life satisfaction as a potential mediator. Social Indicators Research, 125, 339–357. Doi: 10.1007/s11205-014-0842-0
  • Naidoo, K., Botha, C.J. & Bisschoff, C.A. (January 2013). Causes of stress in Public schools and its impact on work performance of educators, Journal of Social Sciences, 34(1), 177-190.
  • Nandamuri, P.P. & Ch, G. (2013). Sources of academic stress–A study on management students. Journal of Management and Science, 1(2), 31-42.
  • Niemi, H. (2009). Why from teaching to learning? European Educational Research Journal, 8(1), 1-17. Doi:10.2304/eerj.2009.8.1.1
  • O'Connor, T.G. & Spagnola, M.E. (2009). Early stress exposure: Concepts, findings, and implications, with particular emphasis on attachment disturbances. Child Adolescent Psychiatry Mental Health, 3(1), 24.
  • Öz, H. (2005). Metacognition in foreign/second language learning and teaching. Hacettepe University Journal of Education, 29, 147-156.
  • Piekarska, A. (2000). School stress, teachers’ abusive behaviors, and children’s coping strategies. Child Abuse & Neglect: International Journal, 24(11), 1443-1449.
  • Pintrich, P.R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
  • Salmela-Aro & Upadyaya, K. (2014). School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology, 84(1), 137-151.
  • 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., Savolainen, H. & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38, 1316-1327.
  • Salmela-Aro, K., Kiuru, N. & Nurmi, J. E. (2008). The role of educational track in adolescents’ school burnout: A longitudinal study. British Journal of Educational Psychology, 78, 663–689.
  • Sarıçam, H. (2015a). Mediating role of self efficacy on the relationship between subjective vitality and school burnout in Turkish adolescents. The International Journal of Educational Researchers, 6(1), 1-12.
  • Sarıçam, H. (2015b). Metacognition and happiness: The mediating role of perceived stress. Studia Psychologica, 57(4), 271-283.
  • Schaufeli, W.B., Martinez, I., Marqués-Pinto, A., Salanova, M. & Bakker, A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Studies, 33, 464-481.
  • Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
  • Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351–371.
  • Schunk, D.H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467.
  • Scott, E. (2011). Reduce student stress and excel in school. Retrieved form: http://stress.about.com/od/studentstress/ht/schoolstress.htm
  • Seiffge-Krenke, I. (2000). Causal links between stressful events, coping style, and adolescent symptomatology. Journal of Adolescence, 23(6), 675-691.
  • Silvar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10, 21-32.
  • Spada, M.M., Gabriele, C. & Wells, A. (2009). Metacognitions as a predictor of drinking status and level of alcohol use following CBT in problem drinkers: A prospective study. Behaviour Research and Therapy, 47, 882–886.
  • Spada, M.M., Mohiyeddini, C. & Wells, A. (2008). Measuring metacognitions associated with emotional distress: factor structure and predictive validity of the Metacognitions Questionnaire 30. Pers Individ Diff, 45, 238–242.
  • Spada, M.M., Nikčević, A.V., Moneta, G.B. & Ireson, J. (2006). Metacognition as a mediator of the effect of test anxiety on surface approach to studying. Educational Psychology, 26, 1−10.
  • Spada, M.M., Nikčević, A. N., Moneta, G. B. & Wells, A. (2007). Metacognition as a mediator of the relationship between emotion and smoking dependence. Addictive Behaviors, 33, 2120−2129.
  • Sperling, R.A., Howard, B.C. Miller, L.A. & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.
  • Sun, J., Dunne, M.P., Hou, X.Y. & Xu, A.Q. (2011). Educational Stress Scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), 534-546.
  • Tabachnick, B.G. & Fidell, L.S. (2001). Using multivariate statistics (4th edition). Boston: Allyn & Bacon.
  • Van der Stel, M. & Veenman, M.V.J. (2008). Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences, 18, 128-134.
  • Veenman, M.V., Van Hout­Wolters, B.H. & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3­14.
  • Volpe, J.F. (2000). A guide to effective stress management. Career and Technical Education, 48(10), 183-188.
  • Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28-33.
  • Young, A. & Fry, J. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
  • Zimmerman, B.J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221

Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents

Yıl 2017, Sayı: 11, 159 - 175, 25.01.2017

Öz

Metacognition is accepted as a process
that affect learning of students directly and is composed of metacognitive
skills such as planning of learning, use, regulation and evaluation of learning
strategies as well as information on the individual, duty and strategy
variables. Educational stress is defined as reactions given by all individuals
in the school to the problems they encounter as they carry out their duties and
it has an impact on their success both at and outside of school. School burnout
is handled in the dimensions of exhaustion against school demands, scornful
attitude towards school and the inadequacy felt as a student. The aim of this
study is to investigate the relationship between metacognition, educational
stress and school burnout and the mediator role of metacognitive awareness in
the relationship between educational stress and school burnout. The sample of
303 students was selected from 7th, and 8th grade students who were at 13, 14
and 15 years old at middle schools in Ağrı, Turkey. The Junior Metacognitive
Awareness Inventory, the Educational Stress Scale and the School Burnout Scale
were used for data collection. Pearson Product Moment Correlation Analysis was
applied in order to determine relationship between the variables and simple,
multiple/stepwise regression analysis were used to determine predictor roles of
metacognition and educational stress on the school burnout. In correlation
analysis, there are statistical significant correlations between metacognition,
educational stress and school burnout. In stepwise regression analysis,
metacognition is a mediator in relationship between educational stress and
school burnout, and educational stress was strongest predictor of school
burnout.

Kaynakça

  • Akın, A., Sarıçam, H., Demirci, İ., Yalnız, A., Yıldız, B. & Usta, F. (2013). The adaptation of School Burnout Inventory (SBI) to Turkish and its psychometric properties. Istanbul 2013 World Congress of Psychological Counselling and Guidance, 8-11 September, Istanbul, Turkey.
  • Ang, R. P. & Huan, V. S. (2006). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37, 133-143. Doi: 10.1007/s10578-006-0023-8
  • Arslan, S. (2014). An investigation of the relationships between metacognition and self-regulation with structural equation. International Online Journal of Educational Sciences, 6(3), 603-611.
  • Aydın, U. & Abuz, B. (2010). Turkish versions of the Junior Metacognitive Awareness Inventory (Jr. MAI): The validation study. Education & Science, 35(157), 30-45.
  • Aypay, A. (2012). Secondary School Burnout Scale (SSBS). Educational Sciences: Theory & Practice, 12(2), 182-787.
  • Aypay, A. & Eryılmaz, A. (2011). Relationships of high school sdutent’ subjective well-being and school burnout, International Online Journal of Educational Sciences, 3(1), 181-199.
  • Bianchi, R., Truchot, D., Laurent, E., Brisson R. & Schonfeld, I.S. (2014). Is burnout solely job-related? A critical comment. Scandinavian Journal of Psychology, 55, 357-361.
  • Çelik, I., Akın, A. & Sarıçam, H. (2014). A scale adaptation study related to the examination of adolescents' levels of educational stress. üniversitepark Bülten, 3(1-2), 44-55. Doi: 10.12973/unibulletin.312.4
  • Chan, A.H.S., Chen, K. & Chong, E.Y.L. (17-19 March 2010), Work stress of teachers from primary and secondary schools in Hong Kong. International Multi Conference of Engineers and Computer Scientists. Retrieved from: http://www.iaeng.org/publication/IMECS2010/IMECS2010_pp1903-1906.pdf
  • Cohen, S., Kessler, R.C. & Gordon, U.L. (1995). Strategies for measuring stress in studies of psychiatric and physical disorder. In: Cohen S, Kessler RC, Gordon UL, (Eds). Measuring stress: A guide for health and social scientists (pp.3-26). New York, NY: Oxford University Press.
  • Coutinho, S.A. (2007). The relationship between goals, metacognition, and academic success. Educate, 7(1), 39-47.
  • Eisenberg, N. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681-698.
  • Elkind, D. (1987). Superbaby syndrome can lead to elementary school burnout by young children. Young Children. Retrieved from: http://drwendyhart.com/pdfs/sscltesb.pdf
  • Ellis, A.K., Denton, D. W. & Bond, J. B. (2014). An analysis of research on metacognitive teaching strategies. Procedia - Social and Behavioral Sciences, 116, 4015-4024.
  • Garcia-Moya, I., Rivera, F. & Moreno, C. (2013). School context and health in adolescence: The role of sense of coherence. Scandinavian Journal of Psychology, 54, 243–249.
  • Hair J. Black W., Babin B., Anderson R. & Tatham R. (2006). Multivariate Data Analysis (6th edition).Upper Saddle River, NJ: Pearson Education, Inc.
  • Ilbay, A.B. (2016). Student burnout in associate degree. European Journal of Educational Studies 8(1), 45-59.
  • Karakelle, S. & Saraç, S. (2007). Validity and factor structure of Turkish versions of the Metacognitive Awareness Inventory for Children (Jr. MAI) - A and B Forms. Türk Psikoloji Yazıları, 10(20), 87-103.
  • Keng, S.L., Smoski, M.J. & Robinsa, C.J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056. doi: 10.1016/j.cpr.2011.04.006
  • Kiaei, Y.A. (2014). The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education. Unpublished PhD thesis. USA: Florida International University.
  • Kohn, J.P. & Frazer, G.H. (1986). An academic stress scale: Identification and rated importance of academic stressors. Psychological Reports, 59, 415-426.
  • Lai, E.R. (2011). Metacognition: A literature review. Always learning: Pearson research report.
  • Lazarus, R.S. & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
  • Lee, J., Puigm, A., Lea, E. & Lee, S.M. (2013). Age-related differences in academic burnout of Korean adolescents. Psychology in the Schools, 50(10), 1015-1031. Doi: 10.1002/pits.21723
  • Livingston, J.A. (1997). Metacognition: An overview. Retrieved form: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
  • MacGeorge, E.L., Samter, W. & Gillihan, S. J. (2005). Academic stress, supportive communication, and health. Communication Education, 54(4), 365-72.
  • Martinez, M.E. (2006). What is metacognition? Phi Delta Kappan, 87, 696-699.
  • Maslach, C. & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99-113.
  • May, R.W., Sanchez-Gonzalez, M. A. & Fincham, F. D. (2014). School burnout: Increased sympathetic vasomotor tone and attenuated ambulatory diurnal blood pressure variability in young adult women, stress. The international journal on the biology of stress, 17(1), 79-87.
  • Metcalfe, J. & Shimamura, P. (1994). Metacognition: Knowing about knowing. Cambridge, MA: MIT Press.
  • Moksnes, U.K., Byrne, D. G., Mazanov, J. & Espnes, G. A. (2010). Adolescent stress: Evaluation of the factor structure of the Adolescent Stress Questionnaire. Scandinavian Journal of Psychology, 51, 203–209.
  • Moksnes, U.K., Løhre, A., Lillefjell, M., Byrne, D.G. & Haugan, G. (2016). The association between school stress, life satisfaction and depressive symptoms in adolescents: Life satisfaction as a potential mediator. Social Indicators Research, 125, 339–357. Doi: 10.1007/s11205-014-0842-0
  • Naidoo, K., Botha, C.J. & Bisschoff, C.A. (January 2013). Causes of stress in Public schools and its impact on work performance of educators, Journal of Social Sciences, 34(1), 177-190.
  • Nandamuri, P.P. & Ch, G. (2013). Sources of academic stress–A study on management students. Journal of Management and Science, 1(2), 31-42.
  • Niemi, H. (2009). Why from teaching to learning? European Educational Research Journal, 8(1), 1-17. Doi:10.2304/eerj.2009.8.1.1
  • O'Connor, T.G. & Spagnola, M.E. (2009). Early stress exposure: Concepts, findings, and implications, with particular emphasis on attachment disturbances. Child Adolescent Psychiatry Mental Health, 3(1), 24.
  • Öz, H. (2005). Metacognition in foreign/second language learning and teaching. Hacettepe University Journal of Education, 29, 147-156.
  • Piekarska, A. (2000). School stress, teachers’ abusive behaviors, and children’s coping strategies. Child Abuse & Neglect: International Journal, 24(11), 1443-1449.
  • Pintrich, P.R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
  • Salmela-Aro & Upadyaya, K. (2014). School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology, 84(1), 137-151.
  • 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., Savolainen, H. & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38, 1316-1327.
  • Salmela-Aro, K., Kiuru, N. & Nurmi, J. E. (2008). The role of educational track in adolescents’ school burnout: A longitudinal study. British Journal of Educational Psychology, 78, 663–689.
  • Sarıçam, H. (2015a). Mediating role of self efficacy on the relationship between subjective vitality and school burnout in Turkish adolescents. The International Journal of Educational Researchers, 6(1), 1-12.
  • Sarıçam, H. (2015b). Metacognition and happiness: The mediating role of perceived stress. Studia Psychologica, 57(4), 271-283.
  • Schaufeli, W.B., Martinez, I., Marqués-Pinto, A., Salanova, M. & Bakker, A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Studies, 33, 464-481.
  • Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
  • Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351–371.
  • Schunk, D.H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467.
  • Scott, E. (2011). Reduce student stress and excel in school. Retrieved form: http://stress.about.com/od/studentstress/ht/schoolstress.htm
  • Seiffge-Krenke, I. (2000). Causal links between stressful events, coping style, and adolescent symptomatology. Journal of Adolescence, 23(6), 675-691.
  • Silvar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10, 21-32.
  • Spada, M.M., Gabriele, C. & Wells, A. (2009). Metacognitions as a predictor of drinking status and level of alcohol use following CBT in problem drinkers: A prospective study. Behaviour Research and Therapy, 47, 882–886.
  • Spada, M.M., Mohiyeddini, C. & Wells, A. (2008). Measuring metacognitions associated with emotional distress: factor structure and predictive validity of the Metacognitions Questionnaire 30. Pers Individ Diff, 45, 238–242.
  • Spada, M.M., Nikčević, A.V., Moneta, G.B. & Ireson, J. (2006). Metacognition as a mediator of the effect of test anxiety on surface approach to studying. Educational Psychology, 26, 1−10.
  • Spada, M.M., Nikčević, A. N., Moneta, G. B. & Wells, A. (2007). Metacognition as a mediator of the relationship between emotion and smoking dependence. Addictive Behaviors, 33, 2120−2129.
  • Sperling, R.A., Howard, B.C. Miller, L.A. & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.
  • Sun, J., Dunne, M.P., Hou, X.Y. & Xu, A.Q. (2011). Educational Stress Scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), 534-546.
  • Tabachnick, B.G. & Fidell, L.S. (2001). Using multivariate statistics (4th edition). Boston: Allyn & Bacon.
  • Van der Stel, M. & Veenman, M.V.J. (2008). Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences, 18, 128-134.
  • Veenman, M.V., Van Hout­Wolters, B.H. & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3­14.
  • Volpe, J.F. (2000). A guide to effective stress management. Career and Technical Education, 48(10), 183-188.
  • Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28-33.
  • Young, A. & Fry, J. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
  • Zimmerman, B.J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Hakan Sarıçam

İsmail Çelik

Halis Sakız

Yayımlanma Tarihi 25 Ocak 2017
Yayımlandığı Sayı Yıl 2017 Sayı: 11

Kaynak Göster

APA Sarıçam, H., Çelik, İ., & Sakız, H. (2017). Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents. Journal of Education and Future(11), 159-175.
AMA Sarıçam H, Çelik İ, Sakız H. Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents. JEF. Ocak 2017;(11):159-175.
Chicago Sarıçam, Hakan, İsmail Çelik, ve Halis Sakız. “Mediator Role of Metacognitive Awareness in the Relationship Between Educational Stress and School Burnout Among Adolescents”. Journal of Education and Future, sy. 11 (Ocak 2017): 159-75.
EndNote Sarıçam H, Çelik İ, Sakız H (01 Ocak 2017) Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents. Journal of Education and Future 11 159–175.
IEEE H. Sarıçam, İ. Çelik, ve H. Sakız, “Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents”, JEF, sy. 11, ss. 159–175, Ocak 2017.
ISNAD Sarıçam, Hakan vd. “Mediator Role of Metacognitive Awareness in the Relationship Between Educational Stress and School Burnout Among Adolescents”. Journal of Education and Future 11 (Ocak 2017), 159-175.
JAMA Sarıçam H, Çelik İ, Sakız H. Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents. JEF. 2017;:159–175.
MLA Sarıçam, Hakan vd. “Mediator Role of Metacognitive Awareness in the Relationship Between Educational Stress and School Burnout Among Adolescents”. Journal of Education and Future, sy. 11, 2017, ss. 159-75.
Vancouver Sarıçam H, Çelik İ, Sakız H. Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents. JEF. 2017(11):159-75.