The adoption of pro-environmental behavior is critical to reduce negative environmental impacts and move toward a more sustainable future. The role of higher education in training professionals to protect the environment for the future is important. The aim of the study was to investigate university students' attitudes toward environmental sustainability. In this descriptive study, 212 students studying child development and social work at the Faculty of Health Sciences at Kirikkale University completed a questionnaire on demographic characteristics and the sustainable environmental attitude scale. Descriptive statistics (e.g., frequency and percentage distribution, arithmetic mean, standard deviation, etc.) and t-tests and an analysis of variance were employed to analyze the differences between groups. The mean for university students' attitudes toward environmental sustainability was ± SD = 3.28 ± 0.26. The results revealed that the students studying child development ( ± SD = 3.31 ± 0.23) were more environmentally conscious than those studying social work ( ± SD = 3.2 ± 0.30) and that knowledge and the level of awareness affected environmental consciousness. It appears that the greatest challenges faced are the rapid changes in knowledge about environmental issues. These changes need to be included in the curricula of universities.

We examined the environmental attitudes of middle school students in this cross-sectional study. A questionnaire was administered to 6th, 7th, and 8th grade students at 5 middle schools in Ankara, Turkey. Average in analyses, standard deviation, t test, single-factor analysis, and Tukey's tests were used to analyze data. The results showed that attitudes of 6th, 7th, and 8th grade students towards the environment were generally positive and statistically significantly related to school, class, education level of father, education level of mother, and monthly income status.

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ÖzAraştırmada, ortaokula devam eden öğrencilerin algıladıkları sosyal desteğin okul tükenmişliğine olan etkisini incelemek ve bazı sosyo-demografik özelliklerin algılanan sosyal destek ve okul tükenmişliği puan ortalamalarında farklılık oluşturup oluşturmadığının belirlenmesi amaçlanmıştır. Araştırma grubunu, Kırıkkale il merkezinde bulunan ortaokulların 5., 6., 7. ve 8. sınıflarına devam eden 393 öğrenci oluşturmuştur. Araştırmada ortaokul öğrencilerinin algılanan sosyal destek düzeylerini belirlemek için Turner, Frankel ve Levin (1983) tarafından geliştirilen ve Türkçe'ye uyarlaması Duyan, Gelbal ve Çalık Var (2013) tarafından yapılan "Sosyal Đlişki Unsurları Ölçeği" ile Aypay (2011) tarafından geliştirilen "Ortaöğretim Öğrencileri Đçin Okul Tükenmişliği Ölçeği" kullanılmıştır. Araştırma sonucunda cinsiyet ve sınıf değişkeni ile Sosyal Đlişki Unsurları Ölçeği'nin sadece aile desteği alt boyut puanı açısından; baba eğitim durumu ve aile gelir durumu ile aile destek ve arkadaş desteği alt boyut puanları arasında; baba yaşı ile sadece arkadaş desteği alt boyut puanları arasında anlamlı farklılık görülmektedir. Ayrıca ortaokul öğrencilerinin okul tükenmişlik düzeyleri cinsiyet, sınıf düzeyi, gelir durumu, anne-baba yaşı ile anne-baba eğitim durumuna göre anlamlı düzeyde farklılaşmaktadır.Anahtar Kelimeler: Ortaokul öğrencileri, okul tükenmişliği, sosyal ilişki unsurları. AbstractIt was aimed on the research to review the effect of social support on the school fatigue of students of secondary schools and to determine on whether some of socio-demographic properties make differency in the point means of social support and school fatigue which are perceived. The research group consists of 393 students which go on 5.,6.,7. and 8. grades of secondary schools in Kırıkkale the province. " The Scale of Social Relation Factors" which was developed by Turner, Frankel and Levin (1983) in order to determine on secondary school students' social support level which is perceived and which was adapted in Turkish by Duyan, Gelbal and Çalık Var (2013) and " The Scale of School Fatigue for Secondary School Students" which was developed by Aypay (2011) have been used in the research. As a result of the research, there are seen significant differencies between sub-dimensions points of father's educational status and the family's income situation with the family support and friend support; between sub-dimensions points of father's age and only friend support in terms of the sub-dimension point of only family support in the Scale of Social Relation Factors with gender and class variances. Moreover, the school fatigue level of secondary school students differ significantly in gender, grades level, income situation, mother-father age and mother-father educational status.