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Journals / Bayburt Eğitim Fakültesi Dergisi / 2026 / Cilt: 18 Sayı: 39

Cognitive Distortions Related to Academic Achievement, Impulsivity, and School Burnout in Adolescence

Ergenlerde Akademik Başarıya İlişkin Bilişsel Çarpıtmalar, Dürtüsellik ve Okul Tükenmişliği

Serkan Cengiz(AĞRI İBRAHİM ÇEÇEN ÜNİVERSİTESİ)0000-0001-9070-6338
Mustafa Ataş(MİLLİ EĞİTİM BAKANLIĞI)0000-0002-5147-1465
Osman Keleş(MİLLİ EĞİTİM BAKANLIĞI)0000-0003-2875-3605
Besra Gündüz(TC MİLLİ EĞİTİM BAKANLIĞI ERZURUM)0000-0003-2237-3863
Pages
685–701
Publication Date
2023-09-28
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to these results, reducing cognitive distortions and impulsivity related to academic achievement may help reduce school burnout in students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:School burnout is a serious problem that has been found to disturb students in many areas in recent years.
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Key Findings & Data:The study group of the research consists of 486 adolescents selected through simple random sampling.
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Conclusion & Impact:According to these results, reducing cognitive distortions and impulsivity related to academic achievement may help reduce school burnout in students.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Akademik başarı · bilişsel çarpıtmalar · dürtüsellik

Abstract

School burnout is a serious problem that has been found to disturb students in many areas in recent years. However, it can be said that studies investigating the effects of cognitive distortions related to academic achievement, and impulsivity in school burnout are insufficient. Therefore, this study aims to examine the relationship between cognitive distortions related to academic achievement, impulsivity, and school burnout in adolescents. The study group of the research consists of 486 adolescents selected through simple random sampling. Correlation analysis showed that there was a positive and moderate relationship between cognitive distortions related to academic achievement and school burnou, and a positive and low-level significant relationship between impulsivity and school burnout. In addition, in the results of the regression analysis performed in the multivariate model, cognitive distortions related to academic achievement explained 10% of school burnout in the first stage, while in the second stage, together with impulsivity, it explained 13% of school burnout. This result shows that cognitive distortions related to academic achievement and impulsivity explain the 13% variance in adolescents' school burnout levels. According to these results, reducing cognitive distortions and impulsivity related to academic achievement may help reduce school burnout in students.

Özet

Okul tükenmişliği son yıllarda öğrencileri birçok alanda rahatsız ettiği tespit edilen ciddi bir sorundur. Ancak okul tükenmişliğinde, akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüselliğin etkisini araştıran çalışmaların yetersiz olduğu söylenebilir. Bu nedenle bu çalışmanın amacı, ergenlerde akademik başarıya ilişkin bilişsel çarpıtmalar, dürtüsellik ile okul tükenmişliği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu basit rastgele örnekleme yoluyla seçilen 486 ergen oluşturmaktadır. Korelasyon analizi akademik başarıya ilişkin bilişsel çarpıtmalar ile okul tükenmişliği arasında pozitif yönde ve orta düzeyde, dürtüsellik ile okul tükenmişliği arasında pozitif yönde ve düşük düzeyde anlamlı ilişkiler olduğunu göstermiştir. Ayrıca çok değişkenli modelde yapılan regresyon analizi sonuçlarında 1. aşamada akademik başarıya ilişkin bilişsel çarpıtmalar okul tükenmişliğinin %10’nunu açıklarken, 2. aşamada dürtüsellikle ile birlikte okul tükenmişliğinin %13’ünü açıklamıştır. Bu sonuç, ergenlerin okul tükenmişliği düzeylerindeki %13 oranındaki varyansın akademik başarıya ilişkin bilişsel çarpıtmalar ve dürtüsellik tarafından açıklandığını göstermektedir. Bu sonuçlara göre akademik başarıya ilişkin bilişsel çarpıtmaları ve dürtüselliği azaltmak öğrencilerde okul tükenmişliğini azaltmada yardımcı olabilir.

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Cite This Article

Cengiz, S., Ataş, M., Keleş, O., Gündüz, B. (2023). Cognitive Distortions Related to Academic Achievement, Impulsivity, and School Burnout in Adolescence. Bayburt Eğitim Fakültesi Dergisi, Cilt: 18 Sayı: 39, 685–701. https://doi.org/10.35675/befdergi.1269836

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