School Burnout in Middle School Students: Role of Problem Solving Skills, Peer Relations and Perceived School Experiences

Abstract

Purpose: The purpose of this study is to examine the relationships between middle school students' school burnout, problem-solving skills, peer relationships, and perceived school experiences and to determine the predictive power of perceived school experiences, problem-solving skills, and peer relationships on academic burnout. Method: The research was created based on the survey model. The sample of the study composed of 2538 secondary school students (1257 girls and 1281 boys) who attended ten official secondary schools during the 2018-2019 academic year. In the research, “Elementary School Student Burnout Scale for Grades 6-8”, “Problem Solving Inventory for Children at the Level of Primary Education”, “Peer Relationship Scale” and “Perceived School Experiences Scale” were used. Pearson Product Moment Correlation Analysis and Multiple Hierarchical Regression Analysis were used for the statistical analysis of the study. "p≤.05" was considered as the significance level for the study. Findings: According to the study results, it was determined that there are significant relationships between the predicted variable and the predictor variables. Significant predictors of the school burnout score were determined to be variables of gender and age, school engagement, academic motivation, confidence in problem-solving skills, self-control, avoidance, self-disclosure and loyalty subscales, respectively.

School Burnout in Secondary and High School Students

“…Low levels of social justice leadership have been connected to lower academic performance, school alienation, and a negative moderating effect on school burnout (Özdoğan Özbal, 2019). School burnout has also been demonstrated to have a negative moderating effect on the connection between academic pressure and school experiences (Güler & Bedel, 2022). In this review, the association between final test grade and overall school performance grew as the degree of school burnout increased.…”

“…These studies concentrated on the association between school burnout and academic achievement or academic well-being (Çam & Ögülmüs, 2021;Gabola et al, 2021;Güler & Bedel, 2022, Güngör ,2019Martos Martínez et al, 2021;Özhan & Yüksel, 2021;Parviainen et al, 2021;Rimpelä et al, 2020;Savi Cakar & Uzun, 2021;Teuber et al, 2021;Tomaszek & Muchacka-Cymerman, 2020;Widlund et al, 2020;Yildirim & Koçak, 2022).…”

“…Six studies (Güler & Bedel, 2022 academic pressure (Güler & Bedel, 2022); student-teacher relationships (Özhan & Yüksel, 2021); school climate (Kalkan & Dağlı, 2021); and family problems (Karakaya et al, 2022).…”

“…The rest research discovered that school burnout influenced the link between emotional tiredness and performance (Yildiz & Kiliç, 2020) and academic pressure on overall academic performance (Güler & Bedel, 2022). Low levels of social justice leadership have been connected to lower academic performance, school alienation, and a negative moderating effect on school burnout (Özdoğan Özbal, 2019).…”

School Experiences and Happiness Levels of School-Age Children: A Quantitative and Qualitative Analysis

“…The key responsibilities of school-going children are to follow and attend classes structured by the school. Correspondingly, another study has confirmed that too much engagement in academic-oriented activities significantly predicts children's burnout (38). Thus, teachers, who spend much time with children at school and play an important direct role in the happiness of children, need to adequately reconsider class schedules, daily school routines, and the quantity of homework assigned to ensure that children have more free time to play every day.…”