COVID-19, which has recently affected the world, has caused serious adversities in many areas as well as on the mental health of individuals. People have had a serious fearful mood due to situations such as catching COVID-19, having health problems after catching the disease, and worrying about infecting someone else. This negative mood is discussed in the literature through the concept of the fear of COVID-19. Accordingly, the mediator role of the fear of COVID-19 in the relationship between psychological resilience and life satisfaction was examined in this study. This study was conducted with 430 Turkish university students, 279 women and 151 men, who are between the ages of 18 and 30. The data of the study were collected with the psychological resilience, the fear of COVID-19 and life satisfaction scales. As a result of the analysis, it was concluded that psychological resilience is a negative predictor of the fear of COVID-19 and a positive predictor of life satisfaction, and that the fear of COVID-19 is a negative predictor of life satisfaction. It was also concluded that the fear of COVID-19 mediates the relationship between psychological resilience and life satisfaction. The results are discussed in relation to the relevant literature, and suggestions are made for practitioners and researchers.

COVID-19 has caused psychological problems in all age groups since it emerged from the first day. One of the most important groups has been affected negatively during the COVID-19 pandemic process are university students. One of the negative situations caused by the pandemic process in university students is student stress caused by COVID-19. To assess stress situations in Italian culture, the COVID-19 student stress scale (CSS-S) has been developed. In this context, the aim of this study was to adapt the CSS-S into Turkish. Another aim of the study was to investigate the direct and indirect relationships of COVID-19 student stress with school burnout, depression and subjective well-being. The participants of the study were 485 Turkish university students. The values obtained with the confirmatory factor analysis revealed that the factor structure of CSS-S is satisfying ( χ 2 /df = 2.99, AGFI = .95, TLI = .93, CFI = .96, IFI = .96, REMSEA = .06, SRMR = .04). Moreover, it was found that school burnout has a mediating role in the relationship between COVID-19 student stress and depression and subjective well-being ( χ structure of CSS-S is satisfying/df = 2.41, AGFI = .87, TLI = .91, CFI = .91, IFI = .91, REMSEA = .05, SRMR = .05). These findings imply that psychosocial intervention studies to reduce COVID-19 student stress can reduce students' school burnout and depression. It also implies that these psychosocial intervention studies can have a positive impact on students' subjective well-being.

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School burnout has been a research subject during recent years and is a wide case among students is associated with many factors. Among these factors, school-related concepts are remarkable. Within this study, it is aimed to investigate the relationship between school quality, school burnout and school burnout. The participant group of the study consists of a total of 364 secondary school students, 181 girls and 183 boys, whose ages are in the range of 10-15, attending various secondary schools. This sampling was determined by the maximum diversity sampling method. The data were collected with the school quality of life and school burnout scale. In the analysis of the data, correlation and structural equation model analysis were administrated. It was concluded that there is a negative relationship between school quality of life and school burnout, and that school quality of life is a negative predictor of school burnout. The results were discussed through the literature review and suggestions were made for researchers and practitioners.

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Okul tükenmişliği konusu son yıllarda mesleki tükenmişliğin eğitim yaşamına devam eden öğrencilerde görülen şekli olarak araştırma konusu yapılmıştır. Okul tükenmişliği eğitim süreci devam eden her öğrencide belli dönemlerde görülen ve birtakım olumsuzluklara yol açan bir durumdur. Alanyazındaki çalışmalarda genel olarak okul tükenmişliği konusuna odaklanıldığı görülürken, okul tükenmişliğiyle başa çıkma becerisi konusunun sınırlı kaldığı dikkat çekmektedir. Bu bağlamda bu çalışmada ergenlerin okul tükenmişliğiyle başa çıkma becerisi ile akademik dayanıklılıkları arsındaki ilişki ele alınmıştır. Çalışmanın katılımcı grubu lise eğitimine devam eden yaşları 13 ile 18 arasında olan 272 (%65) kız ve 146 (%35) erkek olmak üzere toplam 418 ergen bireyden oluşmaktadır. Çalışmanın verileri okul tükenmişliğiyle başa çıkma becerisi ölçeği ve akademik dayanıklılık ölçeği ile toplanmıştır. Verilerin analizinde korelasyon ve regresyon analizi kullanılmıştır. Korelasyon analizi sonucunda akademik dayanıklılık ve okul tükenmişliğiyle başa çıkma becerisinin üç alt boyutu arasında anlamlı ilişkiler bulunmuştur. Regresyon analizi sonucundaysa akademik dayanıklılığın okul tükenmişliğiyle başa çıkma becerisinin üç alt boyutunun da anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır. Çalışmada ulaşılan bulgular alanyazın doğrultusunda tartışılmış, araştırmacılar ve uygulayıcılar için önerilerde bulunulmuştur.

ÖzÇalışmada eğitim yaşamına devam eden öğrencilerde görülen bir durum olan okul tükenmişliği üzerinde sosyal desteğin yordayıcı rolü olup olmadığı ve okul tükenmişliğinin çeşitli değişkenlere göre farklılaşıp farklılaşmadığı incelenmiştir. Çalışma nicel araştırma yöntemlerinden tarama modelinde yürütülen bir çalışmadır. Çalışmanın verileri, örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemi kullanılarak çalışmaya gönüllü olarak katılan 195 kız ve 153 erkek olmak üzere toplam 348 lise öğrencisi üzerinde toplanmıştır. Veriler okul tükenmişliği ölçeği, çok boyutlu algılanan sosyal destek ölçeği ve kişisel bilgi formu kullanılarak toplanmıştır. Elde edilen verilerin analizinde t testi, ANOVA testi, korelasyon ve regresyon analizleri kullanılmıştır. Yapılan analizler sonucunda lise öğrencilerinin okul tükenmişliğinin çeşitli demografik değişkenlere (cinsiyet, liseyi yatılı veya gündüzlü okuma, sınıf) göre farklılaştığı sonucuna ulaşılmıştır. Okul tükenmişliğiyle sosyal destek arasında anlamlı ve negatif yönlü ilişkiler bulunmuştur. Regresyon analizi sonucundaysa; sosyal desteğin okul tükenmişliğinin duygusal tükenme alt boyutunun %36'sını, duyarsızlaşma alt boyutunun %32'sini ve düşük kişisel başarı hissi alt boyutunun %30'unu açıkladığı sonucu elde edilmiştir. Ulaşılan sonuçlar ilgili literatüre göre tartışılmış ve yeni araştırmacılar için önerilerde bulunulmuştur. AbstractIn this study, it is examined whether social support has a predictive role on school burnout, which is a condition seen in students who continue their education and whether school burnout differs according to various variables. This study was carried out in the survey model of quantitative research methods.The data of the study was collected on a total of 348 high school students (195 female and 153 male) who participated in the study voluntarily using the maximum diversity sampling method. Data were collected using school burnout scale, multidimensional perceived social support scale and personal information form. In the analysis of the data, t test, ANOVA test, correlation and regression analyzes were used.As a result of the analyzes, it was concluded that high school students' burnout differed according to various demographic variables (gender, high school boarding or daytime reading, class). A significant and negative relationship was found between school burnout and social support. As a result of regression analysis; social support explained 36% of the emotional exhaustion sub-dimension of school burnout, 32% of the depersonalization sub-dimension and 30% of the low personal sense of self-achievement subdimension. The results were discussed according to the related literature and suggestions were made for new researchers.

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