Research Article
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Year 2022, Volume 9, Issue 1, 103 - 114, 15.03.2022
https://doi.org/10.33200/ijcer.1000210

Abstract

References

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

Year 2022, Volume 9, Issue 1, 103 - 114, 15.03.2022
https://doi.org/10.33200/ijcer.1000210

Abstract

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.

References

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  • 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
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Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Ahmet BUĞA> (Primary Author)
Gaziantep Üniversitesi
0000-0002-9598-2451
Türkiye


İdris KAYA>
Gaziantep Üniversitesi
0000-0001-9562-3347
Türkiye

Publication Date March 15, 2022
Published in Issue Year 2022, Volume 9, Issue 1

Cite

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 . DOI: 10.33200/ijcer.1000210

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868