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Bu çalışmanın amacı, ergenlerde, ebeveyn akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın doğrudan ve dolaylı rolünü incelemektir. Çalışma, 9 ile 12. sınıf lise öğrencilerini içermektedir. Öğrencilerin 223'ü kız, 167'si erkek olmak üzere toplam 390 kişiden oluşmaktadır. Araştırmada, öğrencilere ebeveyn akademik başarı baskısı - desteği, sınav kaygısı ve akademik dayanıklılık ölçekleri uygulanmıştır. Araştırmanın amacına uygun olarak aracılık analizi yapısal eşitlik modeline dayalı olarak yapılmıştır. Analiz sonucunda, önerilen modele ait uyum değerlerinin yeterli düzeyde olduğu bulunmuştur. Akademik dayanıklılığın ebeveyn akademik başarı desteği ve sınav kaygısı arasında tam aracılığı olduğu (β = -13, P<.05 - β = -.03, P>.05) saptanmıştır. Akademik dayanıklılığın, ebeveyn akademik başarı baskısı ile sınav kaygısı arasında kısmi aracılık rolü olduğu (β = .21, P <.01 - β = .17, P <.01) bulunmuştur. Ayrıca ebeveyn başarı baskısı ile sınav kaygısı arasında olumlu, akademik dayanıklılık ile olumsuz yönde ilişkili olurken, ebeveyn başarı desteği ile sınav kaygısı arasında olumsuz ve akademik dayanıklılık ile olumlu yönde ilişkili olduğu bulunmuştur. Bu sonuçlar, sınav kaygısı, ebeveyn akademik başarı baskısı, ebeveyn akademik başarı desteği ve akademik dayanıklılık bağlamında tartışılmıştır.
The aim of this study is to explore the direct and indirect role of academic resilience in the relationship between the parent’s academic success pressure and support and the exam concern. The study includes 9th and 12th grade high school students. 223 of the students consist of a total of 390 men, including girls and 167 men. In the study, students were applied to the scales of parent academic success - support, exam concern and academic resilience. According to the purpose of the study, the mediation analysis was made on the basis of the structural equality model. The results of the analysis found that the compatibility values of the proposed model were sufficient. It has been established that academic endurance is a complete intersection between parent academic success support and exam concern (β = -13, P<.05 - β = -.03, P>.05). It has been found that academic endurance plays a partial role of mediation between the parent’s academic success pressure and the exam concern (β = .21, P <.01 - β = .17, P <.01). It has also been found that the positive, academic resilience is linked in the negative direction between parent’s success pressure and exam worry, while the positive and academic resilience is linked in the negative direction between parent’s success support and exam worry. These findings have been discussed in the context of exam concern, parent academic success pressure, parent academic success support and academic sustainability.
The aim of this study was to investigate the direct and indirect role of academic resilience in the relationship between parental academic achievement pressure and support and test anxiety in adolescents. The study included 9th and 12th-grade high school students. Parental academic achievement pressure - support, exam anxiety, and academic resilience scales were applied in the study. For the purpose of the study, the mediation analysis was based on the structural equation model. As a result of the analysis, it was found that the compliance values of the proposed model were enough. It was found that academic resilience was the complete mediation between parental academic success support and test anxiety (β = -13, P <.05 - β = -.03, P >.05). Academic resilience was found to be a partial mediator between parental academic achievement pressure and test anxiety (β = .21, P<.01 - β = .17, P<.01). In addition, there was a positive correlation between parent achievement pressure and test anxiety and a negative correlation with academic resilience. These results were discussed in the context of test anxiety, parental academic success pressure, parental academic achievement support, and academic resilience
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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