The Mediating Role of Perceived Social Support and Social Relationship Needs in the Relationship Between Face-to-Face Duration of Education and Academic Burnout

Duygu Nural; Sıla Şahinkaya; Neval Ceren Zorlu; Berk Uslu; Ayşe Tuna

Makale detayları

The Mediating Role of Perceived Social Support and Social Relationship Needs in the Relationship Between Face-to-Face Duration of Education and Academic Burnout

Yazarlar:

Duygu Nural | Sıla Şahinkaya | Neval Ceren Zorlu | Berk Uslu | Ayşe Tuna

Yayıncı:

Pamukkale University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 65, pp.24-44

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358235

pISSN:

1301-0085

Anahtar kelimeler:

Özet:

 The purpose of this study is to examine the relationships between academic burnout, perceived social support, and social relationship needs among university students who continued their education online during the COVID-19 pandemic. In addition, the study investigated whether perceived social support and social relationship needs variables play a mediating role in the relationship between education duration and academic burnout. The Perceived Social Support, Social Relationship Needs, and Academic Burnout Scales were used as data collection tools. The online data collection platform PsyToolkit was used to collect the data. As a result of the Pearson Moment Product Correlation Coefficient analysis, a positive and significant relationship was found between academic burnout and the duration of education, while a negative relationship was found between perceived social support and social relationship needs. It was concluded that perceived social support and social relationship needs do not play a mediating role in the relationship between the duration of education and academic burnout. Considering that online education may become a more widespread option in the future, it is recommended that online education conditions be organized in a way that can also meet students psychological needs such as belonging, meaningful existence, and social support.

 The purpose of this study is to examine the relationships between academic burnout, perceived social support, and social relationship needs among university students who continued their education online during the COVID-19 pandemic. In addition, the study investigated whether perceived social support and social relationship needs variables play a mediating role in the relationship between education duration and academic burnout. The Perceived Social Support, Social Relationship Needs, and Academic Burnout Scales were used as data collection tools. The online data collection platform PsyToolkit was used to collect the data. As a result of the Pearson Moment Product Correlation Coefficient analysis, a positive and significant relationship was found between academic burnout and the duration of education, while a negative relationship was found between perceived social support and social relationship needs. It was concluded that perceived social support and social relationship needs do not play a mediating role in the relationship between the duration of education and academic burnout. Considering that online education may become a more widespread option in the future, it is recommended that online education conditions be organized in a way that can also meet students psychological needs such as belonging, meaningful existence, and social support.

 The purpose of this study is to examine the relationships between academic burnout, perceived social support, and social relationship needs among university students who continued their education online during the COVID-19 pandemic. In addition, the study investigated whether perceived social support and social relationship needs variables play a mediating role in the relationship between education duration and academic burnout. The Perceived Social Support, Social Relationship Needs, and Academic Burnout Scales were used as data collection tools. The online data collection platform PsyToolkit was used to collect the data. As a result of the Pearson Moment Product Correlation Coefficient analysis, a positive and significant relationship was found between academic burnout and the duration of education, while a negative relationship was found between perceived social support and social relationship needs. It was concluded that perceived social support and social relationship needs do not play a mediating role in the relationship between the duration of education and academic burnout. Considering that online education may become a more widespread option in the future, it is recommended that online education conditions be organized in a way that can also meet students psychological needs such as belonging, meaningful existence, and social support.

 Bu araştırmanın amacı Covid-19 pandemi döneminde eğitimlerine çevrimiçi devam etmekte olan üniversite öğrencilerinin akademik tükenmişlik, algılanan sosyal destek ve sosyal ilişki gereksinimleri arasındaki ilişkilerin incelenmesidir. Bununla birlikte eğitim süresi ile akademik tükenmişlik arasındaki ilişkide, algılanan sosyal destek ve sosyal ilişki gereksinimi değişkenlerinin aracı bir rolünün olup olmadığı araştırılmıştır. Algılanan Sosyal Destek, Sosyal İlişki Gereksinimi ve Akademik Tükenmişlik Ölçekleri veri toplama araçları olarak kullanılmıştır. Verilerin toplanmasında çevrimiçi veri toplama platformu PsyToolkit kullanılmıştır. Pearson Momentler Çarpımı Korelasyon Katsayısı analizi sonucunda akademik tükenmişlik ile eğitim süresi arasında pozitif, algılanan sosyal destek ve sosyal ilişki gereksinimi arasında ise negatif yönde anlamlı bir ilişki bulunmuştur. Eğitim süresi ile akademik tükenmişlik arasındaki ilişkide algılanan sosyal destek ve sosyal ilişki gereksinimi değişkenlerinin aracı bir rolü olmadığı sonucuna ulaşılmıştır. Çevrimiçi eğitimin gelecekte daha yaygın bir seçenek olabileceğini göz önünde bulundurularak, çevrimiçi eğitim koşullarının öğrencilerin ait olma, anlamlı varoluş, sosyal destek gibi psikolojik ihtiyaçlarını da giderebilecekleri şekilde düzenlenmesi önerilmektedir.

Makale detayları

The Mediating Role of Perceived Social Support and Social Relationship Needs in the Relationship Between Face-to-Face Duration of Education and Academic Burnout

Yazarlar:

Duygu Nural | Sıla Şahinkaya | Neval Ceren Zorlu | Berk Uslu | Ayşe Tuna

Yayıncı:

Pamukkale University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 65, pp.24-44

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358235

pISSN:

1301-0085

Perceived Social Support

Academic Burnout

PandemicAlgılanan Sosyal Destek

Akademik Tükenmişlik

Pandemi

Sayı

Makale detayları

The Mediating Role of Perceived Social Support and Social Relationship Needs in the Relationship Between Face-to-Face Duration of Education and Academic Burnout

Yazarlar: Duygu Nural | Sıla Şahinkaya | Neval Ceren Zorlu | Berk Uslu | Ayşe Tuna

Yayıncı: Pamukkale University

Ana Başlıklar: Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 65, pp.24-44

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001358235

pISSN: 1301-0085

Perceived Social Support

Academic Burnout

PandemicAlgılanan Sosyal Destek

Akademik Tükenmişlik

Pandemi

Sayı

Yazarlar:

Duygu Nural | Sıla Şahinkaya | Neval Ceren Zorlu | Berk Uslu | Ayşe Tuna

Yayıncı:

Pamukkale University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 65, pp.24-44

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358235

pISSN:

1301-0085