The Direct and Indirect Role of Self-regulation in the Relationship between Self-esteem and School Burnout

Şahin Kapıkıran, Metin Yaşar, Necla Acun Kapıkıran Full Text: PDF (Türkçe)

Abstract

The purpose of this study is to investigate the direct and indirect role of adolescent’s self-regulation behaviors between self-esteem and school burnout. The data for this study is acquired from 472 high school students (280 female and 192 male) between the ages of 14 and 20 including 9th and 12th graders. The students filled on the Self-esteem Scale, the Maslach Burnout Inventory-Student Survey developed to determine the burnout levels of students by Schaufeli, Martìnez, Pinto, Salanova, and Bakker (2002), Self-regulation scale developed by Tuckman, Abry, and Smith (2002). In the analysis of the data, fit values reached to an acceptable level as a result of the mediation analysis done according to the structural equation modeling. It is concluded that self-regulation has both direct and indirect role between self-esteem and school burnout. These results are discussed within the light of the literature.

Keywords: Self-esteem, school burnout, self-regulation, high school