The Relationship Between Sport, Self-Regulation and School Burnout in High School Students

Yıldırım, Turgut; Koçak, Çalık Veli

doi:10.31014/aior.1993.05.03.556

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…It is considered a crucial psychological skill in the world of sports. 23 In the present study we did not find any significant results.…”

Section: Relationship Between Total and Subscores Of Asri And Partici...contrasting

confidence: 68%

Learning self-regulation: an important soft skill for AYAs

Y Bhave,

S. Jacob,

Soni

et al. 2023

JPNC

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Background: The ability to self-regulate plays a critical role in accomplishing the developmental tasks in the stages of late adolescence, early adulthood and general psychosocial wellbeing. Aims: As part of the Association of Adolescent and Child Care in India’s multicentric studies on youth behaviour, the current study aimed to understand the effect of self-regulation, total, short-term and long-term as measured by the ASRI in female college-going students. We also studied these scores in relation to sociodemographic factors such as gender, age, sibling status, along with other variables such as perceived control over one’s life on self-regulation abilities. Methods: A cross-sectional study was conducted using convenience sampling. Participants (n = 354) were in the age groups between 17 to 19 and 20 (late adolescence) to 21 years (young adults), pursuing B.A., BCom., or BSc. in a college in North India. The Adolescent Self-Regulatory Inventory (ASRI) was administered to participants in order to assess both short-term and long-term self-regulation. Permission: Ethical clearance for this project was given by AACCI’s Institutional Ethics Committee. tool used: Moilanen Adolescent Self-regulation Inventory ASRI. The Internal consistency (alpha) for the ASRI was 0.75 for short-term self-regulation scale and 0.80 for long-term self-regulation scales. Confirmatory factor analyses were performed to check for the inventory’s validity, two factors were used, short-term and long-term self-regulation, factors correlated 0.83. Statistical analysis: The data was analysed using the Jeffreys's Amazing Statistics Program (JASP 0.17.2.0). T-tests were conducted to study the effects of age, engagement in extracurricular activities, perceived internet and social media dependence, and substance use on the ASRI. One-way ANOVAs were conducted to determine the effects of sibling status, academic course, and perceived control over one’s life on the ASRI. Additionally, we also used the Kruskal-Wallis test, Mann-Whitney U test, Welch’s test and Levene’s test of equality of variances. The statistical significance of the calculated coefficients was considered at p<0.05. Results: The participants who self- perceived that they had control over their lives had higher scores for overall self-regulation (p=0.002), short-term (p=0.03) and long-term self-regulation (p=.0.004) on the ASRI compared to those who were not sure and those who did not believe that they had any control over their lives. Participants who self -perceived that they were dependent on social media had lower scores on short-term (p=0.01) and long-term self-regulation (p=0.01) on the ASRI compared to those who did not perceive themselves as being dependent on social media. Conclusion: Our sample showed that among all the variables we examined e.g., age sibling status, participation in extracurricular activities and tobacco, alcohol consumption , significant results were found for only two variables that accessed students’ self-perception (control over one’s life and social media usage). This suggests that at the stages of late adolescence and young adulthood, self-perception contributes to self-regulation abilities.

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“…It is considered a crucial psychological skill in the world of sports. 23 In the present study we did not find any significant results.…”

Section: Relationship Between Total and Subscores Of Asri And Partici...contrasting

confidence: 68%

Learning self-regulation: an important soft skill for AYAs

Y Bhave,

S. Jacob,

Soni

et al. 2023

JPNC

View full text Add to dashboard Cite

show abstract

“…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).…”

Section: Correlational Findingsmentioning

confidence: 99%

School Burnout in Secondary and High School Students

Dogan,

Dogan

2023

RCD

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This review study is prompted by an assumption that secondary and high school pupils are more sensitive to school burnout. The objective of this paper is to evaluate burnout studies to determine the concept of school burnout as well as the elements that impact it. This review incorporates three years of studies on the link between school burnout and secondary and high school student performance as well as recognized cognitive and emotional factors that account for this association. Previous reviews have found moderate correlations between these variables; however, few have discussed the mediating and moderating factors that influence this connection. Systematic searches of psychiatric, educational, and pertinent internet sources were done in December 2022 for research studying school burnout and performance in secondary and high school demographics released between 2019 and 2022. Thirty-eight papers were eligible. The findings from the review of these studies revealed that school burnout was modestly connected to performance. In addition, several mediating and moderating variables, such as emotional tiredness, academic pressure, and family participation, were discovered. However, due to the lack of longitudinal studies analyzed, additional research into how these variables interact over time is required to prove causality and discover the dynamic connection between school burnout, performance, and the motivational and cognitive factors that influence it.

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The Relationship Between Sport, Self-Regulation and School Burnout in High School Students

Cited by 2 publications

References 17 publications

Learning self-regulation: an important soft skill for AYAs

Learning self-regulation: an important soft skill for AYAs

School Burnout in Secondary and High School Students

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