Cognitive Distortions Related to Academic Achievement, Impulsivity, and School Burnout in Adolescence

Serkan Cengiz; Mustafa Ataş; Osman Keleş; Besra Gündüz

Article Details

Cognitive Distortions Related to Academic Achievement, Impulsivity, and School Burnout in Adolescence

Authors:

Serkan Cengiz | Mustafa Ataş | Osman Keleş | Besra Gündüz

Publisher:

Bayburt University

Main Topics:

Alan Eğitimleri

Journal:

Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 39, pp.685-701

Document Type:

Article

Publication Date:

9/2023

Document Language:

Turkish

Document ID (Org No.):

2001295956

pISSN:

1307-1076

Keywords:

Abstract:

 School burnout is a serious problem that has been found to disturb students in many areas in recent years. However, it can be said that studies investigating the effects of cognitive distortions related to academic achievement, and impulsivity in school burnout are insufficient. Therefore, this study aims to examine the relationship between cognitive distortions related to academic achievement, impulsivity, and school burnout in adolescents. The study group of the research consists of 486 adolescents selected through simple random sampling. Correlation analysis showed that there was a positive and moderate relationship between cognitive distortions related to academic achievement and school burnou, and a positive and low-level significant relationship between impulsivity and school burnout. In addition, in the results of the regression analysis performed in the multivariate model, cognitive distortions related to academic achievement explained 10 of school burnout in the first stage, while in the second stage, together with impulsivity, it explained 13 of school burnout. This result shows that cognitive distortions related to academic achievement and impulsivity explain the 13 variance in adolescents school burnout levels. According to these results, reducing cognitive distortions and impulsivity related to academic achievement may help reduce school burnout in students.

 School burnout is a serious problem that has been found to disturb students in many areas in recent years. However, it can be said that studies investigating the effects of cognitive distortions related to academic achievement, and impulsivity in school burnout are insufficient. Therefore, this study aims to examine the relationship between cognitive distortions related to academic achievement, impulsivity, and school burnout in adolescents. The study group of the research consists of 486 adolescents selected through simple random sampling. Correlation analysis showed that there was a positive and moderate relationship between cognitive distortions related to academic achievement and school burnou, and a positive and low-level significant relationship between impulsivity and school burnout. In addition, in the results of the regression analysis performed in the multivariate model, cognitive distortions related to academic achievement explained 10 of school burnout in the first stage, while in the second stage, together with impulsivity, it explained 13 of school burnout. This result shows that cognitive distortions related to academic achievement and impulsivity explain the 13 variance in adolescents school burnout levels. According to these results, reducing cognitive distortions and impulsivity related to academic achievement may help reduce school burnout in students.

 School burnout is a serious problem that has been found to disturb students in many areas in recent years. However, it can be said that studies investigating the effects of cognitive distortions related to academic achievement, and impulsivity in school burnout are insufficient. Therefore, this study aims to examine the relationship between cognitive distortions related to academic achievement, impulsivity, and school burnout in adolescents. The study group of the research consists of 486 adolescents selected through simple random sampling. Correlation analysis showed that there was a positive and moderate relationship between cognitive distortions related to academic achievement and school burnou, and a positive and low-level significant relationship between impulsivity and school burnout. In addition, in the results of the regression analysis performed in the multivariate model, cognitive distortions related to academic achievement explained 10 of school burnout in the first stage, while in the second stage, together with impulsivity, it explained 13 of school burnout. This result shows that cognitive distortions related to academic achievement and impulsivity explain the 13 variance in adolescents school burnout levels. According to these results, reducing cognitive distortions and impulsivity related to academic achievement may help reduce school burnout in students.

 Okul tükenmişliği son yıllarda öğrencileri birçok alanda rahatsız ettiği tespit edilen ciddi bir sorundur. Ancak okul tükenmişliğinde, akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüselliğin etkisini araştıran çalışmaların yetersiz olduğu söylenebilir. Bu nedenle bu çalışmanın amacı, ergenlerde akademik başarıya ilişkin bilişsel çarpıtmalar, dürtüsellik ile okul tükenmişliği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu basit rastgele örnekleme yoluyla seçilen 486 ergen oluşturmaktadır. Korelasyon analizi akademik başarıya ilişkin bilişsel çarpıtmalar ile okul tükenmişliği arasında pozitif yönde ve orta düzeyde, dürtüsellik ile okul tükenmişliği arasında pozitif yönde ve düşük düzeyde anlamlı ilişkiler olduğunu göstermiştir. Ayrıca çok değişkenli modelde yapılan regresyon analizi sonuçlarında 1. aşamada akademik başarıya ilişkin bilişsel çarpıtmalar okul tükenmişliğinin 10nunu açıklarken, 2. aşamada dürtüsellikle ile birlikte okul tükenmişliğinin 13ünü açıklamıştır. Bu sonuç, ergenlerin okul tükenmişliği düzeylerindeki 13 oranındaki varyansın akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüsellik tarafından açıklandığını göstermektedir. Bu sonuçlara göre akademik başarıya ilişkin bilişsel çarpıtmaları ve dürtüselliği azaltmak öğrencilerde okul tükenmişliğini azaltmada yardımcı olabilir.

Article Details

Cognitive Distortions Related to Academic Achievement, Impulsivity, and School Burnout in Adolescence

Authors:

Serkan Cengiz | Mustafa Ataş | Osman Keleş | Besra Gündüz

Publisher:

Bayburt University

Main Topics:

Alan Eğitimleri

Journal:

Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 39, pp.685-701

Document Type:

Article

Publication Date:

9/2023

Document Language:

Turkish

Document ID (Org No.):

2001295956

pISSN:

1307-1076

Academic achievement

cognitive distortions

impulsivity

school burnoutAkademik başarı

bilişsel çarpıtmalar

dürtüsellik

okul tükenmişliği

Issues

Article Details

Authors: Serkan Cengiz | Mustafa Ataş | Osman Keleş | Besra Gündüz

Publisher: Bayburt University

Main Topics: Alan Eğitimleri

Journal: Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 39, pp.685-701

Document Type: Article

Publication Date: 9/2023

Document Language: Turkish

Document ID (Org No.): 2001295956

pISSN: 1307-1076

Issues

Authors:

Serkan Cengiz | Mustafa Ataş | Osman Keleş | Besra Gündüz

Publisher:

Bayburt University

Main Topics:

Alan Eğitimleri

Journal:

Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 39, pp.685-701

Document Type:

Article

Publication Date:

9/2023

Document Language:

Turkish

Document ID (Org No.):

2001295956

pISSN:

1307-1076