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The Role of Cognitive Distortions related Academic Achievement in Predicting the Depression, Stress and Anxiety Levels of Adolescents

Yıl 2022, Cilt: 9 Sayı: 1, 103 - 114, 15.03.2022
https://doi.org/10.33200/ijcer.1000210

Öz

The purpose of this study is to assess the predictive power of the cognitive distortions related academic success, concerning the depression, stress and anxiety levels of adolescents. The sample of research consists of 411 people, 192 (46,7 %) were female, 219 (53,3 %) were male with 203 (49,4%) of the group continuing their education at academic high school whereas 208 (50,6 %) were vocational high school students. The study data was obtained by using the Personal Information Form, Depression, Anxiety and Stress Scale (DASS-42) – High School Form and Cognitive Distortions Scale related to Academic Achievement (CDS-AA). The t-test, ANOVA and simple linear regression analysis were used in analyzing the data. It was observed that cognitive distortions related with academic success, one of the research variables, did not differ according to gender, class level and receiving out-of-school academic support. On the other hand, it was seen that, depression, anxiety and stress scores differed significantly in terms of gender, class level and receiving out-of-school academic support. Finally, it was observed that cognitive distortions related to academic achievement is a statistically significant predictor of depression, anxiety and stress.

Kaynakça

  • Akkuş-Çutuk, Z., & Kaya, M. (2018). Depresyon, anksiyete ve stres ölçeği (DASS-42) lise formu: Türkçe geçerlik ve güvenirliği. Electronic Journal of Social Sciences, 17(68):1327-1336.
  • Andiç, S. (2013). Ergenlik döneminde zihni meşgul eden konularla ilişkili değişkenler: Bağlanma tarzları, öz-şefkat ve psikolojik belirtiler. (Unpublished master thesis), Ankara University, Sosyal Bilimler Enstitüsü, Ankara.
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  • Balkıs, M., & Duru, E. (2020).Gender differences in the organizational structure of the rational/ırrational beliefs in depressive symptoms. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 38, 272-294.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive and Behavioral Psychotherapies, 13(1), 19.
  • Balkıs, M., Duru, E., & Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: A structural model. European Journal of Psychology of Education, 28(3), 825–839. https://doi.org/10.1007/s10212-012-0142-5
  • Barrett, P. M., Duffy, A. L., Dadds, M. R., & Rapee, R. M. (2001). Cognitive–behavioral treatment of anxiety disorders in children: Long-term (6-year) follow-up. Journal of Consulting and Clinical Psychology, 69(1), 135.
  • Başol, G., & Zabun, E. (2014). The predictors of success in turkish high school placement exams: exam prep courses, perfectionism, parental attitudes and test anxiety. Educational Sciences: Theory & Practice, 14(1),78-87. https://doi.org/10.12738/estp.2014.1.1980
  • Beck, A. T. (1979). Cognitive therapy and the emotional disorders. Penguin.
  • Beck, J. S. (2006).Bilişsel davranışçı terapi: Temelleri ve ötesi. Nobel Akademik Yayıncılık.
  • Bilgel, N. & Bayram, N. (2010). Turkish version of the depression anxiety stress scale (DASS-42): Psychometric Properties. Archives of Neuropsychiatry/Noropsikiatri Arşivi, 47(2):118-126.
  • Bilgin, M. (2004). Bilişsel üçlü ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(21), 35-41.
  • Boyd, C. P., Gullone, E., Kostanski, M., Ollendick, T. H., & Shek, D. T. L. (2000). Prevalence of anxiety and depression in australian adolescents: Comparisons with worldwide data. The Journal of Genetic Psychology, 161(4), 479-492. https://doi.org/10.1080/00221320009596726
  • Bozkurt, N. (2004). Bir grup üniversite öğrencisinin depresyon ve kaygı düzeyleri ile çeşitli değişkenler arasındaki ilişkiler. Eğitim ve Bilim, 29(133), 52-59.
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  • Buğa, A. & Hamamcı, Z. (2020). Bilişsel davranışçı terapiler ve teknolojik uygulamalar. (Hamamcı, Z. & Türk, F., Eds.). Geçmişten geleceğe bilişsel davranışçı terapi. Pegem Akademi Yayıncılık.
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  • Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003).Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60(8), 837–844. https://doi.org/10.1001/archpsyc.60.8.837
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Yıl 2022, Cilt: 9 Sayı: 1, 103 - 114, 15.03.2022
https://doi.org/10.33200/ijcer.1000210

Öz

Kaynakça

  • Akkuş-Çutuk, Z., & Kaya, M. (2018). Depresyon, anksiyete ve stres ölçeği (DASS-42) lise formu: Türkçe geçerlik ve güvenirliği. Electronic Journal of Social Sciences, 17(68):1327-1336.
  • Andiç, S. (2013). Ergenlik döneminde zihni meşgul eden konularla ilişkili değişkenler: Bağlanma tarzları, öz-şefkat ve psikolojik belirtiler. (Unpublished master thesis), Ankara University, Sosyal Bilimler Enstitüsü, Ankara.
  • Anlayışlı, C. & Serin, N. B. (2019). Lise öğrencilerinde internet bağımlılığı ve depresyonun cinsiyet, akademik başarı ve internete giriş süreleri açısından incelenmesi. Folklor/edebiyat, 25(97), 753-767.
  • Atkinson, P. B. (2011). Exploring correlations between writing apprehension, academic rational beliefs, and stress and coping behaviors in college students. Proceedings of the New York State Communication Association, 2010, 1-24. http://docs.rwu.edu/nyscaproceedings/vol2010/iss1/1
  • Balkıs, M., & Duru, E. (2020).Gender differences in the organizational structure of the rational/ırrational beliefs in depressive symptoms. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 38, 272-294.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive and Behavioral Psychotherapies, 13(1), 19.
  • Balkıs, M., Duru, E., & Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: A structural model. European Journal of Psychology of Education, 28(3), 825–839. https://doi.org/10.1007/s10212-012-0142-5
  • Barrett, P. M., Duffy, A. L., Dadds, M. R., & Rapee, R. M. (2001). Cognitive–behavioral treatment of anxiety disorders in children: Long-term (6-year) follow-up. Journal of Consulting and Clinical Psychology, 69(1), 135.
  • Başol, G., & Zabun, E. (2014). The predictors of success in turkish high school placement exams: exam prep courses, perfectionism, parental attitudes and test anxiety. Educational Sciences: Theory & Practice, 14(1),78-87. https://doi.org/10.12738/estp.2014.1.1980
  • Beck, A. T. (1979). Cognitive therapy and the emotional disorders. Penguin.
  • Beck, J. S. (2006).Bilişsel davranışçı terapi: Temelleri ve ötesi. Nobel Akademik Yayıncılık.
  • Bilgel, N. & Bayram, N. (2010). Turkish version of the depression anxiety stress scale (DASS-42): Psychometric Properties. Archives of Neuropsychiatry/Noropsikiatri Arşivi, 47(2):118-126.
  • Bilgin, M. (2004). Bilişsel üçlü ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(21), 35-41.
  • Boyd, C. P., Gullone, E., Kostanski, M., Ollendick, T. H., & Shek, D. T. L. (2000). Prevalence of anxiety and depression in australian adolescents: Comparisons with worldwide data. The Journal of Genetic Psychology, 161(4), 479-492. https://doi.org/10.1080/00221320009596726
  • Bozkurt, N. (2004). Bir grup üniversite öğrencisinin depresyon ve kaygı düzeyleri ile çeşitli değişkenler arasındaki ilişkiler. Eğitim ve Bilim, 29(133), 52-59.
  • Browne, C. M., Dowd, E. T., & Freeman, A. (2010). Rational and irrational beliefs and psychopathology. Rational and irrational beliefs: Research, theory, and clinical practice, 149-172.
  • Buğa, A. & Hamamcı, Z. (2020). Bilişsel davranışçı terapiler ve teknolojik uygulamalar. (Hamamcı, Z. & Türk, F., Eds.). Geçmişten geleceğe bilişsel davranışçı terapi. Pegem Akademi Yayıncılık.
  • Buschmann, T., Horn, R. A., Blankenship, V. R., Garcia, Y. E., & Bohan, K. B. (2018). The relationship between automatic thoughts and irrational beliefs predicting anxiety and depression. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 36(2), 137-162. https://doi.org/10.1007/s10942-017-0278-y
  • Butler, A.C., Chapman, J.E., Forman, E.M. & Beck, A.T. (2006). The empirical status of cognitive-behavioral therapy: a review of meta-analyses. Clinical Psychology Review, 26, 17-31.
  • Cengiz, S. (2017). Ergenlerde duygusal tepkisellik, bilişsel çarpıtmalar ve depresyon arasındaki ilişkinin incelenmesi. (Unpublished master thesis). Atatürk University, Erzurum.
  • Compton, S. N., March, J. S., Brent, D., Albano, A. M., Weersing, V. R., & Curry, J. (2004). Cognitive-behavioral psychotherapy for anxiety and depressive disorders in children and adolescents: An evidence-based medicine review. Journal of the American Academy of Child & Adolescent Psychiatry, 43(8), 930–959.
  • Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003).Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60(8), 837–844. https://doi.org/10.1001/archpsyc.60.8.837
  • Craske, M. G. (2003). Origins of phobias and anxiety disorders: Why more women than men? Elsevier.
  • Çelikkaleli, Ö.,& Kaya, S. (2016). University students’ interpersonal cognitive distortions, psychological resilience, and emotional self-efficacy according to sex and gender roles. Pegem Journal of Education and Instruction, 6(2), 187–212. http://dx.doi.org/10.14527/pegegog.2016.011
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  • Nolen-Hoeksema, S. (2002).Gender differences in depression.In Handbook of depression (pp. 492–509).The Guilford Press.
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  • Özbay, Y. (2004). Gelişim ve öğrenme psikolojisi, kuram-araştırma-uygulama (5.Ed.). Pegem Yayıncılık.
  • Petersen, A. C., Compas, B. E., Brooks-Gunn, J., Stemmler, M., Ey, S., & Grant, K. E. (1993).Depression in adolescence. American Psychologist, 48(2), 155–168. https://doi.org/10.1037/0003-066X.48.2.155
  • Putwain, D. W., Connors, L. ve Symes, W. (2010). Do cognitive distortions mediate the test anxiety–examination performance relationship? Educational Psychology, 30(1), 11-26.
  • Reinecke, M. A., Ryan, N. E., & DuBOIS, D. L. (1998). Cognitive-behavioral therapy of depression and depressive symptoms during adolescence: A review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 37(1), 26–34. https://doi.org/10.1097/00004583-199801000-00013
  • Savi-Cakar, F. (2014). The effect of automatic thoughts on hopelessness: Role of self-esteem as a mediator. Educational Sciences: Theory and Practice, 14(5), 1682-1687.
  • Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4(1), 27-41. https://doi.org/10.1080/08917779108248762
  • Serin, N. B. & Topses, G. (2017). Lise öğrencilerinde görülen psikolojik belirtilerin cinsiyet ve akademik başarı açısından incelenmesi. Turkish Studies, 12 (18), 157-172.
  • Sharma, G., & Pandey, D. (2017). Anxiety, depression, and stress in relation to academic achievement among higher secondary school students. The International Journal of Indian Psychology, 4(2), 82–89.
  • Stallard, P. (2002). Think good-feel good: a cognitive behaviour therapy workbook for children and young people. John Wiley an Sons Ltd.
  • Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6(1994). https://doi.org/10.3389/fpsyg.2015.01994
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  • Ye, L., Posada, A., & Liu, Y. (2019). A review on the relationship between chinese adolescents’ stress and academic achievement. New Directions for Child and Adolescent Development, 2019(163), 81-95. https://doi.org/10.1002/cad.20265
  • Yıldız, M. A., Baytemir, K., & Demirtas, A. S. (2018). Irrational beliefs and perceived stress in adolescents: The role of self-esteem. Journal of Educational Sciences and Psychology, 8(1).
  • Yonkers, K. A., Bruce, S. E., Dyck, I. R., & Keller, M. B. (2003). Chronicity, relapse, and illness—course of panic disorder, social phobia, and generalized anxiety disorder: Findings in men and women from 8 years of follow-up. Depression and Anxiety, 17(3), 173–179. https://doi.org/10.1002/da.10106
  • Zhang, W., Zhang, L., Chen, L., Ji, L., & Deater‐Deckard, K. (2019). Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence. Journal of Child Psychology and Psychiatry, 60(2), 178-188. https://doi.org/10.1111/jcpp.12927
  • Zychinski, K. E., & Polo, A. J. (2012).academic achievement and depressive symptoms in low-ıncome latino youth. Journal of Child and Family Studies, 21(4), 565–577. https://doi.org/10.1007/s10826-011-9509-5
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Ahmet Buğa 0000-0002-9598-2451

İdris Kaya 0000-0001-9562-3347

Yayımlanma Tarihi 15 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 1

Kaynak Göster

APA Buğa, A., & Kaya, İ. (2022). The Role of Cognitive Distortions related Academic Achievement in Predicting the Depression, Stress and Anxiety Levels of Adolescents. International Journal of Contemporary Educational Research, 9(1), 103-114. https://doi.org/10.33200/ijcer.1000210

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