Publication: LİSE ÖĞRENCİLERİNDE AKADEMİK DAYANIKLILIK VE BAŞARININBELİRLEYİCİLERİ OLARAK EBEVEYNLERİN DUYGUSAL DESTEĞİ, ÖZNELİYİ OLUŞ, USTALIK HEDEF YÖNELİMLERİ VE OKULA AİDİYET DUYGUSU
Abstract
Bu çalışmada ebeveynlerin duygusal desteği, öznel iyi oluş, hedef yönelimi ve okula aidiyet duygusudeğişkenlerinin lise öğrencilerinin dayanıklılık ve akademik başarı düzeylerini tahmin etmedeki etkililiğiincelenmiştir. Çalışmanın 2018 yılında uygulanan Uluslararası Öğrenci Değerlendirme Programı (PISA) sınavıkapsamında değerlendirilen 6358 lise öğrencisine ait veriler kullanılmıştır. Değişkenler arasındaki ilişkileryapısal eşitlik modellemesi kapsamında yol analizi ile incelenmiştir. Elde edilen modele göre aile desteği dışsaldeğişken, akademik başarı ile dayanıklılık içsel değişken okula aidiyet, özel iyi oluş ve hedef yönelimi aracıdeğişkenlerdir. Aile desteği, okula aidiyet, öznel iyi oluş ve hedef yönelimi değişkenlerinin birlikte akademikdayanaklılığın anlamlı birer yordayıcıları oldukları bulunmuştur. Dört değişken birlikte akademikdayanıklılıktaki varyansın %21’ini yordamaktadır. Akademik başarı için ise aile desteği, hedef yönelimi vedayanaklılık değişkenlerinin anlamlı birer yordayıcılar oldukları görülmüştür. Üç değişken birlikte akademikbaşarıdaki varyansın %4’ünü yordamaktadır. Hedef yöneliminin ise negatif bir yordayıcı olduğu belirlenmiştir.Araştırma sonucunda okula aidiyet ve öznel iyi oluşun akademik başarı için doğrudan anlamlı birer yordayıcıolmadıkları anlaşılmıştır. Ancak, her iki değişkenin de akademik dayanıklılık üzerinden dolaylı etkileri olduğugörülmüştür.
The main goal of this study is to determine whether parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school are significant predictors of high school students’ levels of resilience and academic achievement. The data from 6358 high school students evaluated within the scope of the 2018 International Student Evaluation Program (PISA) exam were used. In order to test predictions of a causal model explaining the impact of students’ perceptions of parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school on their academic resilience and achievement the relationships between the variables were examined through path analysis within the scope of structural equation modeling. According to the model obtained, parents' emotional support is the external variable; academic success and resilience are the internal variable, belonging in the school, private well-being and target orientation tool variables. Parents' emotional support, belonging in the school, subjective well-being and mastery goal orientation together are significant predictors of academic resilience. The four variables together predict 21 percent of the variance in academic achievement. Parents' emotional support, mastery goal orientation and resilience are significant predictors of academic achievement. The three variables together predict 4 percent of the variance in academic achievement. Target orientation is a negative predictor. School belonging and subjective well-being are not direct predictors of academic success. However, both have indirect effects through resilience.
The main goal of this study is to determine whether parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school are significant predictors of high school students’ levels of resilience and academic achievement. The data from 6358 high school students evaluated within the scope of the 2018 International Student Evaluation Program (PISA) exam were used. In order to test predictions of a causal model explaining the impact of students’ perceptions of parents' emotional support, subjective well-being, mastery goal orientation, and sense of belonging in school on their academic resilience and achievement the relationships between the variables were examined through path analysis within the scope of structural equation modeling. According to the model obtained, parents' emotional support is the external variable; academic success and resilience are the internal variable, belonging in the school, private well-being and target orientation tool variables. Parents' emotional support, belonging in the school, subjective well-being and mastery goal orientation together are significant predictors of academic resilience. The four variables together predict 21 percent of the variance in academic achievement. Parents' emotional support, mastery goal orientation and resilience are significant predictors of academic achievement. The three variables together predict 4 percent of the variance in academic achievement. Target orientation is a negative predictor. School belonging and subjective well-being are not direct predictors of academic success. However, both have indirect effects through resilience.