Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents
Year: 2017
Type: article
Study design: Observational Study
Abstract: Metacognition is accepted as a processthat affect learning of students directly and is composed of metacognitiveskills such as planning of learning, use, regulation and evaluation of learningstrategies as well as information on the individual, duty and strategyvariables. Educational stress is defined as reactions given by all individualsin the school to the problems they encounter as they carry out their duties andit has an impact on their success both at and outside of school. School burnoutis handled in the dimensions of exhaustion against school demands, scornfulattitude towards school and the inadequacy felt as a student. The aim of thisstudy is to investigate the relationship between metacognition, educationalstress and school burnout and the mediator role of metacognitive awareness inthe relationship between educational stress and school burnout. The sample of303 students was selected from 7th, and 8th grade students who were at 13, 14and 15 years old at middle schools in Ağrı, Turkey. The Junior MetacognitiveAwareness Inventory, the Educational Stress Scale and the School Burnout Scalewere used for data collection. Pearson Product Moment Correlation Analysis wasapplied in order to determine relationship between the variables and simple,multiple/stepwise regression analysis were used to determine predictor roles ofmetacognition and educational stress on the school burnout. In correlationanalysis, 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 andschool burnout, and educational stress was strongest predictor of schoolburnout.
Authors: Hakan SARIÇAM, İsmail Çelik, Halis Sakız
Language: English
Topic: Stress and Burnout Research
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3002701726