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

Autor/inn/en	Buga, Ahmet; Kaya, Idris
Titel	The Role of Cognitive Distortions Related Academic Achievement in Predicting the Depression, Stress and Anxiety Levels of Adolescents
Quelle	In: International Journal of Contemporary Educational Research, 9 (2022) 1, S.103-114 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Buga, Ahmet) ORCID (Kaya, Idris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	Cognitive Processes; Academic Achievement; Depression (Psychology); Anxiety; Adolescents; High School Students; Psychological Patterns; General Education; Vocational Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schulleistung; Angst; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Allgemein bildendes Schulwesen; Allgemeinbildung; Ausbildung; Berufsbildung; Ausland; Türkei
Abstract	The purpose of this study is to assess the predictive power of the cognitive distortions related to 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 to 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 are a statistically significant predictor of depression, anxiety and stress. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01