Abstract:

School burnout is a situation that almost every student experiences at certain times in school life. In the literature, it is noteworthy that school burnout has been examined in many ways, but the coping skill with school burnout is limited. In this context, the predictive role of cognitive flexibility and perceived social support on the coping skill with school burnout was investigated in this study. The data of the study were collected on high school students who continue their education in various high schools by explaining the purpose of the research and emphasizing that participation is voluntary. The participant group of the study consisted of 355 high school students, of which 200 (56%) were girls, and 155 (44%) were boys. The data of the study were collected with the "Scale of Coping Skill with School Burnout," "Cognitive Flexibility Scale," and "Multidimensional Scale of Perceived Social Support." Correlation and hierarchical regression analysis were used in the analysis of the data of the study. As a result of hierarchical regression analysis, it was found that cognitive flexibility and perceived social support were significant predictors of coping skills with school burnout. The results obtained in the study were discussed in the context of the literature, and suggestions were made for practitioners in the field.

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