The Relationship of COVID-19 Student Stress with School Burnout, Depression and Subjective Well-Being: Adaptation of the COVID-19 Student Stress Scale into Turkish

Autor/in	Gundogan, Selim
Titel	The Relationship of COVID-19 Student Stress with School Burnout, Depression and Subjective Well-Being: Adaptation of the COVID-19 Student Stress Scale into Turkish
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 2, S.165-176 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gundogan, Selim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00641-2
Schlagwörter	COVID-19; Pandemics; Stress Variables; Burnout; Depression (Psychology); Well Being; College Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Well-being; Wellness; Wohlbefinden; Collegestudent; Ausland; Türkei
Abstract	COVID-19 has caused psychological problems in all age groups since it emerged from the first day. One of the most important groups has been affected negatively during the COVID-19 pandemic process are university students. One of the negative situations caused by the pandemic process in university students is student stress caused by COVID-19. To assess stress situations in Italian culture, the COVID-19 student stress scale (CSS-S) has been developed. In this context, the aim of this study was to adapt the CSS-S into Turkish. Another aim of the study was to investigate the direct and indirect relationships of COVID-19 student stress with school burnout, depression and subjective well-being. The participants of the study were 485 Turkish university students. The values obtained with the confirmatory factor analysis revealed that the factor structure of CSS-S is satisfying (X[superscript 2]/df = 2.99, AGFI = 0.95, TLI = 0.93, CFI = 0.96, IFI = 0.96, REMSEA = 0.06, SRMR = 0.04). Moreover, it was found that school burnout has a mediating role in the relationship between COVID-19 student stress and depression and subjective well-being (X structure of CSS-S is satisfying/df = 2.41, AGFI = 0.87, TLI = 0.91, CFI = 0.91, IFI = 0.91, REMSEA = 0.05, SRMR = 0.05). These findings imply that psychosocial intervention studies to reduce COVID-19 student stress can reduce students' school burnout and depression. It also implies that these psychosocial intervention studies can have a positive impact on students' subjective well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01