14. Communities, Families and Schooling in Educational Research
Paper
Parents' Functional/Dysfunctional Attitudes: Relationhips with Conditioned Performance Related to Reward Expectation, Fear of Punishment, and Burnout Due to Family
Ayşe Aypay, Fatma Altınsoy
Eskişehir Osmangazi University, Turkiye
Presenting Author: Aypay, Ayşe
The first aim of the present study is to develop measurement tools that can be used to determine the functional and dysfunctional attitudes of parents toward the academic life of their high school students. The second aim of this study is to examine the mediating roles of conditional performance related to reward expectation and fear of being punished in the relationship between functional/dysfunctional parental attitudes and burnout due to parents.
Parental attitudes are one of the most important factors that leave traces of different dimensions and depths in the lives of individuals. There are studies in the literature that draw attention to the functional/non-functional effects of parental attitudes on children's academic lives (Erdoğdu, 2007; Gündüz & Özyürek, 2018; Güleç, 2020; Özyürek & Özkan, 2015). Among the dysfunctional consequences of parental attitudes, school burnout syndrome has special importance that should be emphasized.
School burnout is a syndrome experienced by students as a result of difficult and prolonged excessive demands associated with school (Aypay, 2011; Bask & Salmela-Aro, 2012). Especially in recent years, it has been reported that high school students are faced with an increasing burnout syndrome (Walburg, 2014). One of the main factors leading to school burnout syndrome, which may threaten students' psychological health and academic development, is parents' attitudes towards the academic context (excessive pressure, dissatisfaction with the effort made, and not appreciating the work, etc.) (Aypay, 2011, 2012).
The school burnout literature indicates that students' levels of reward addiction and punishment sensitivity in the academic context are variables that predict burnout syndrome. As the levels of reward addiction and sensitivity to punishment increase, the levels of school burnout also increase (Aypay, 2015, 2017, 2016c, 2018a, and b). In an academic context, reward addiction is defined as the situation in which students' moods and behaviors begin to be controlled by rewards (Aypay, 2016b); Sensitivity to punishment in an academic context is defined as a state of hypersensitivity arising from fear and anxiety to punishment and punishment stimuli, and the negative reactivity caused by this (Aypay, 2015). Research findings have shown that parenting styles are associated with reward addiction and sensitivity to punishment in the academic context (Aypay, 2016a; 2019).
In the studies summarized, the relations of these variables with each other were studied in macro dimensions. This study has tried to determine how these variables are related to each other at micro levels. For this purpose, parental attitudes, one of the variables of this study, were examined by reducing them to the academic context. “Burnout due to family”, is one of the dimensions of school burnout; “Conditional performance related to reward expectation”, is the most typical dimension of reward addiction in an academic context; “Fear of Punishment”, is the most typical dimension of sensitivity to punishment in the academic context, constitutes the other variables of this research.
Methodology, Methods, Research Instruments or Sources UsedThis study was conducted in a relational screening model. The sample consisted of 462 students (261 girls and 201 boys) aged between 15 and 17, continuing their education in high school.
In this study, 5 scales were used as data collection tools: Parents' Functional Attitudes in Academic Context Scale for High School Students; Parents' Dysfunctional Attitudes in Academic Context Scale for High School Students; Secondary School Burnout Scale; Scale of Punishment Sensitivity in Academic Context for High School Students; Scale of Reward Addiction in Academic Context for High School Students.
Parents' Functional/Dysfunctional Attitude Scales were developed within the scope of this research. To create the item pools of the scales, 25 high school students for each scale were asked to share their parents' positive/functional or negative/dysfunctional attitudes in the context of their academic life in writing or by interview. Forms with 14 items for functional parents' attitudes and 12 for dysfunctional attitudes were created. In addition, two experts were consulted to evaluate the items in terms of their suitability for the purpose. Afterward, a pilot application was conducted in a group of 30 students to test the intelligibility of the scale items in both scale forms.
The construct validity of the scales of functional/dysfunctional parents' attitudes was tested with Explanatory and Confirmatory Factor Analysis. These analyzes were performed on two separate data sets. EFA for both scales was performed separately for both mother and father forms. In both scales, the same factor structures consisting of the same items were obtained in the EFAs performed for both the mother and father forms.
In addition, mediating role of fear of punishment and conditioned performance related to reward expectation in the relationship between burnout due to family and parents' functional and dysfunctional attitudes in the academic context were examined.
Conclusions, Expected Outcomes or FindingsAs a result of the EFA for functional attitudes scales, one factor explaining 45% of the total variance for the mother form and 49% for the father form with an eigenvalue of 1 or higher was revealed. The mother and father forms of the parent functional attitude scales consist of the same ten items.
McDonald's ω reliability coefficients are .85 for the mother form and .88 for the father form.
Fit Parameters related to the CFA Model of parents’ functional attitudes scales are as follows for the mother and father forms, respectively:
[χ2=58.27, df=35, p<.01, χ2/df=1.66, RMSEA=0.067, CFI=0.95, NNFI=0.93, NFI=0.90, IFI=0.95, GFI=0.93, AGFI=0.89, SRMR=0.05]
[χ2=54.02, df=35, p<.01, χ2/df=1.54, RMSEA=0.060, CFI=0.97, NNFI=0.97, IFI=0.97, GFI=0.93, AGFI=0.89, NFI=0.92, SRMR=0.04] .
As a result of the EFA for dysfunctional attitudes scales, two factors explaining 50% of the total variance for the mother form and 48% for the father form with an eigenvalue of 1 or higher were revealed. The mother and father forms of the parent functional attitude scales consist of the same nine items. The two factors are discouraging and demoralizing intervention; study pressure and high expectation. McDonald's ω reliability coefficients are .82-.77 for the mother form and .81-.80 for the father form.
Fit Parameters related to the CFA Model of parents’ dysfunctional attitudes scales are as follows for the mother and father forms, respectively:
[χ2=49.28, df=26, p<.01, χ2/df=1.089 RMSEA=0.078, CFI=0.94, NNFI=0.92, IFI=0.94, GFI=0.93, AGFI=0.89, SRMR=0.06]
[χ2=36.53, df=26, p<.01, χ2/df=1.405 RMSEA=0.052, CFI=0.98, NNFI=0.97, IFI=0.98, GFI=0.95, AGFI=0.91, SRMR=0.05]
Structural model results showed that conditional performance related to reward expectation and fear of punishment have a mediator role in the relationship between parents' dysfunctional attitude towards the academic context and burnout due to family. Parents' dysfunctional attitudes dimension of study pressure and high expectation and parents' functional attitude directly predict burnout due to family.
ReferencesAypay, A. (2011). İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Egitim Bilimleri, 11(2), 511-527.
Aypay, A. (2012). Ortaöğretim öğrencileri için okul tükenmişliği ölçeği (OOTO). Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 782-787
Aypay, A. (2015). Ceza hassasiyeti okul tükenmişliğine götürürken, okul sevgisi ceza hassasiyetini artırır mı? 2. Uluslararası Avrasya Eğitim Araştırmaları Kongresi’nde sunulmuş bildiri, Hacettepe Üniversitesi, Ankara, Türkiye.
Aypay, A. (2016a). Akademik Bağlamda Ödül Bağımlılığının Ebeveynlik Tarzı ve Cinsiyet ile İlişkileri. VIII. International Congress of Educational Research. “Quality Assurance in Higher Education and Accreditation of Faculties of Education”. 5-8 May, Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
Aypay, A. (2016b). Akademik bağlamda ceza hassasiyeti ve ödül bağımlılığının okul tükenmişliğini yordaması. XVIII Amce-Amce-Waer Kongresi’nde sunulmuş bildiri. 30 Mayıs - 2 Haziran 2016, Eskişehir Anadolu Üniversitesi, Eskişehir, Türkiye.
Aypay, A. (2017). Lisede okul tükenmişliğinin akademik bağlamda ödül bağımlılığı ile yordanması. Sakarya University Journal of Education, 7(1), 8-19.
Aypay, A. (2018a). Ortaokulda ödül bağımlılığı-ceza hassasiyeti ve ödül bağımlılığı-okul tükenmişliği arasındaki yordayıcı ilişkiler. Eğitim ve Bilim, 43(194).
Aypay, A. (2018b). The Relationship between Punishment Sensitivity to Affection to School and School Burnout. Kuram ve Uygulamada Eğitim Yönetimi, 24(2), 221-246 doi: 10.14527/kuey.2018.006
Aypay, A. (2018c). Is Reward A Punishment? from Reward Addiction to Sensitivity to Punishment. International Journal of Psychology and Educational Studies, 5(2), 1-11.
Aypay, A. (2019). Akademik Bağlamda Ceza Hassasiyetinin Ebeveynlik Tarzı ve Cinsiyet ile İlişkileri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 20-37.
Bask, M., & Salmela-Aro, K. (2012). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528. https://doi.org/10.1007/s10212-012-0126-5
Erdoğdu, M. Y. (2007). Ana-Baba Tutumları ve Öğretmen Davranışları İle Öğrencilerin Akademik Başarıları Arasındaki İlişkiler. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (14), 33-46.
Gündüz, Z. B., & Özyürek, A. (2018). Lise Öğrencilerinin Okul Tükenmişlik Düzeyleri ve Anne-Baba Tutum Algıları Arasındaki İlişki. Ilkogretim Online, 17(1), 384-395
Güleç, S. (2020). Lise öğrencilerinde anne baba tutumları ve başarı yönelimleri arasındaki ilişkide yetkinlik beklentilerinin aracı rolü. Humanistic Perspective, 2(2), 175-190.
Özyürek, A. & Özkan, İ. (2015). Ergenlerin Okula Yönelik Öfke Düzeyleri ile Anne Baba Tutumları Arasındaki İlişkinin İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 280-296.
Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28-33.
14. Communities, Families and Schooling in Educational Research
Paper
The Individual and Social Aspects of Self-Regulated Learning During Repeatedly Failingi in Secondary School Exit Exam
Tereza Vengřinová, Martin Majcík
Masaryk University, Czech Republic
Presenting Author: Vengřinová, Tereza
Czech secondary school students are preparing for the final/exit exam, which in our case, is the Matura exam, during their study. Matura is considered important in the life span because it allows students to study at university or gives opportunity to find an appropriate job in the labour market. If an examinee does not pass the Matura exit exam, he/she officially completed only the primary level of education, regardless of the completed four years of study at secondary school. The purpose of this exit exam is evaluation of student's knowledge of the learned curriculum. The exit exam has two parts. The state guarantees the first common part, consisting of two exams: (1) Czech language and (2) second language or mathematics. The second part depends on the characteristics of the school and its programs. Thus, the Matura exam places demand on students and their learning because the exam is complex and comprehensive, and it has an essential meaning in the social context.
Secondary school education is often described as directed and influenced by teachers who test students. The tests are usually partial from the thematic unit (Seli et al., 2020). Students have many grades, showing how (un)prepared they were for the test. If they fail, they can better prepare for the new test, and their final grade can be fixed. This system does not work for the Matura exit exam. The grade from this exam is based on their one-try performance, and they cannot influence the grade in another way. This complex exam requires long-term, systematic, and independent preparation. In order to pass this exam, students must be aware of their goals and motivation, which is a process deeply connected with learning (Pintrich & Schunk, 2002; Schunk & Greene, 2018). Thus, two dimensions of the individual preparation process are distinguished. The first dimension focuses on motivation and motivational strategies (Ilishkina et al., 2022), and the second relates to self-regulated learning (Panadero & Alonso-Tapia, 2014; Zimmerman, 1990). Students have to self-regulate themselves to achieve the goal-passing the Matura exam. They can repeat the trial during the next school year if they do not pass it, but they officially lose institutional support.
Data from CERMAT show that in 2022, approximately 14% of students failed the exit exam. Consequently, there is a tendency to persist in failure despite repeated remedial attempts. For remedial attempts in 2022, the failure rate was 72%. Given the importance of students' preparation, this raises the question: how does the approach to preparation for the Matura exit exam change in the context of individual remedial attempts?
In this paper's framework, we use the forethought phase (where task analysis also plays one of the key roles), the performance phase and the self-reflection phase, as described by Zimmerman and Moylan (2009). These three phases can be observed in repeatedly failed examinees at each attempt when they try to pass the Matura exam. Attention is paid to the reflective phase towards failure, influencing the following preparation (Panadero, 2017). Therefore, this paper aims to describe the changes in individual and social aspects of self-regulated learning that occur while achieving the Matura exam.
Methodology, Methods, Research Instruments or Sources UsedThis proposal is part of a broader research project called "Life pathways of unsuccessful graduates" (CZ.02.3.68/0.0/0.0/19_076/0016377), supported by the Ministry of Education, Youth and Sports of the Czech Republic. For this particular proposal, we work with transcripts of 44 interviews, giving us 27 interviewees. These were examinees who had at least twice failed the Matura exam and whose first attempt was in 2019 or 2020. Our analyse is based on deductive coding, in which we used the description of the three phases SRL process of Panadero and Alonso-Tapia (2014). They expanded Zimmerman and Moylan's (2009) original SRL model. The first step in the analysis was to carefully specify all three phases of the Czech environment and the purpose of the Matura exam. As a result of deductive coding, we could identify all three (forethought, performance and self-reflection) phases. The second step constituted inductive coding in a Schiffrin et al. (2008) way of discourse analysis. This step of analysis helped us to obtain a deeper understanding of the whole process influenced by each attempt and external factors which these attempts influenced (e.g. significant other, consequences of repeated unsuccess).
Conclusions, Expected Outcomes or FindingsThe research results suggest that regulating one's own learning and setting a strategy seems crucial for passing the final exam. A lack of intrinsic motivation is evident in the initial preparation, which leads to neglecting the learning goals at the expense of other activities. This results in an underestimation of the situation and failing the exit exam. However, in the reflective phase, the cause of failure is defined as unstable and external (Anderson, 2005), which leads to the absence of changing examinees' study approach. The second failure represents a shock caused by leaving the school environment and coping with the new demands of the labour market and a new job. The student also occurs under social and societal pressure. Society assumes that an examinee is supposed to pass the Matura exam when he/she successfully studied for four years at secondary school. Thus, there is a reassessment of the examinee's approach. Thus, the social context leads the student to internalise external motives (Ryan & Deci, 2017), which promotes a transformation in learning strategy, motivation and higher effort. However, new roles associated with work and emerging adulthood influence preparation for subsequent attempts. The data suggest that failure and a sense of failure lead to individual transformations on the part of the student that is accelerated by the social context. This supports the reflection of the examinee on his/her preparation strategy and allows them to focus on its transformation.
ReferencesAnderson, A., Hattie, J., & Hamilton, R. J. (2005). Locus of Control, Self‐Efficacy, and Motivation in Different Schools: Is moderation the key to success? Educational Psychology, 25(5), 517–535. https://doi.org/10.1080/01443410500046754
Ilishkina, D. I., de Bruin, A., Podolskiy, A. I., Volk, M. I., & van Merriënboer, J. J. G. (2022). Understanding self-regulated learning through the lens of motivation: Motivational regulation strategies vary with students’ motives. International Journal of Educational Research, 113, 101956. https://doi.org/10.1016/j.ijer.2022.101956
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología, 30(2), 450–462. Schiffrin, D., Tannen, D., & Hamilton, H. E. (Eds.). (2008). The Handbook of discourse analysis. John Wiley & Sons. Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299–315). Routledge.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Seli, H., Dembo, M. H., & Dembo, M. H. (2020). Motivation and learning strategies for college success: A focus on self-regulated learning (Sixth Edition). Routledge.
Schunk, D. H., & Greene, J. A. (Ed.). (2018). Handbook of Self-Regulation of Learning and Performance (Second edition). Routledge, Taylor & Francis Group.
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
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