The relationship between parents' academic support and unrealistic expectations with students' self efficacy beliefs and burnout

The purpose of this research is to investigate the relationship of secondary school students' perceived parental academic support and unrealistic parental academic expectations with students' academic self efficacy beliefs and academic burnout. With this purpose, the relations between the research variables were investigated according to the propoesed hypothetical model. As the purpose of the research is to examine the relationships between students' perceived parental academic support, unrealistic parental academic expectations, academic self efficacy beliefs, and academic burnout, the research was carried out in corelational model, which is one of the quantitative research methods. The population of the research consists of all secondary school students studying in Malatya in 2020-2021 academic year. The sample of the study consists of 1698 secondary school students (922 girls and 776 boys) selected from this universe. Research data was collected by using personal information form, Child and Adolescent Academic Support Scale (Özer, 2019), Unrealistic Parental Expectations Scale (Imasa, 2012), Academic Self Efficacy Belief Scale developed by the researcher, and School Burnout Inventory (Seçer, Halmatov, Veyis & Ateş, 2013). In the development and adaptation processes of data collection tools, exploratory and confirmatory factor analysis techniques were used to test the validity, and internal consistency coefficient was calculated to test the reliability. In the analysis of research data; descriptive statistics, correlation analysis, path analysis and bootstrap analysis were used, and model fit indices were examined to evaluate the model fit. As a result of the analysis, it was concluded that although there is a significant negative correlation between parental academic support and academic burnout, it was found that parental academic support is not a significant direct predictor of academic burnout. However, it was found that parental academic support is a positive and direct predictor of academic self efficacy belief. It was concluded that unrealistic parental academic expectations was significant, positive and direct predictor of academic burnout, while it was significant, negative and direct predictor of academic self efficacy belief. When the mediation effects in the research model were examined, it was concluded that academic self efficacy belief has a significant mediating role in the relationship between parental academic support and academic burnout. In addition, it was determined that academic self efficacy belief has a significant mediating role in the relationship between unrealistic parental academic expectations and academic burnout. Based on the research results, various suggestions were proposed for parents, practitioners and researchers. Accordingly, in order to reduce the academic burnout experienced by the students; it can be suggested to strengthen students' perceptions of family academic support, academic self efficacy beliefs, and their beliefs that they can reach their families' academic expectations.