Examination of the relationship between school burnout, school alienation, mindfulness, and self-efficacy

This study investigated the relationships between school burnout, alienation, mindfulness, and self-efficacy among high school students. The research group consisted of 759 high school students attending schools in the İskenderun district of Hatay province, Turkey. Research data were collected using a Demographic Information Form, School Burnout Scale, School Alienation Scale, Mindfulness Scale for Adolescents and Adults, and Self-Efficacy Scale for Children. A relational model was used to examine the relationships and connections between variables. Correlation, multiple linear regression, t-test, and ANOVA analyses were conducted for data analysis. According to the research results, a significant positive relationship was found between school burnout and alienation. In contrast, a significant negative relationship was found between school burnout and mindfulness as well as self-efficacy. School alienation positively predicted school burnout, while mindfulness and self-efficacy negatively predicted school burnout. When examining significant differences between genders, no significant difference was found out the school burnout variable, but significant differences were found for school alienation, mindfulness, and self-efficacy variables. Furthermore, it was found that school burnout, school alienation, mindfulness, and self-efficacy variables significantly differed according to grade levels. The differences in variables such as school burnout, school alienation and self-efficacy have shown an increase as the class level increases. The variable of mindfulness, however, has differentiated across different class levels. The results of this research will be beneficial in reducing school burnout in high schools. Conducting further studies in different educational levels after this study will be useful for a deeper investigation of the relationships.