Investigation of the relations between secondaryschool students' attrubition toward music lesson and school burnout

The purpose of this research is to show the relationship between the music lesson attributions and school exhaustion levels. It is also aimed in the research to identify the level of the school exhaustion levels with the music lesson attributions of the middle school students and to reveal whether their school exhaustion levels with their music lesson attributions show significant differences with respect to their demographic characteristics. The study group of this research executed as a descriptive study in the relational screening model consists of the 5th, 6th, 7th and 8th class students receiving education in secondary schools selected randomly from the districts of Muratpaşa, Konyaaltı, Kepez of the province of Antalya in 2015 – 2016 educational year. Data in the research is collected through the use of "Music Lesson Attribution Scale", "School Exhaustion Scale" and "Personal Information Form" prepared by the researcher. A total of 600 students participated in the research; however, the research was executed with 577 students as some of the papers were found to be deficiently filled. In this research, t-Test, ANOVA, Post Hoc tests (Tukey, Dunnett's-C), Pearson Correlation Analysis, Multiple Regression Analysis and effect size analysis were used for statistical analysis. As a result of Pearson correlation coefficient analysis, negative and low level relations were found between the music lesson attribution levels of the students and their school exhaustions, and the relations found as significant are stated. Besides, in the results of the multiple regression analysis, it was observed that musical lesson attributions of the students significantly predict their school exhaustions whereas their school exhaustions also significantly predict their musical lesson attributions. Through the Multiple Regression Analysis, the most important factor explaining the music lesson attribution levels of the students was observed to be the depersonalization and personal accomplishment levels on their school exhaustions. Moreover, it was observed that the most important factor explaining the school exhaustion levels of the students was the attributions made to the music lesson learning environment in the music lesson attributions. Whereas, looking at the demographic characteristics, according to the result of the effect size calculations performed against the t-Test and ANOVA test result, it was understood that age, class and music success perception are respectively an important (significant) predictor on school exhaustion; whereas sex, number of siblings, taking private music lessons, music training hours,family structure and perceptive family income are not an important predictor on school exhaustion. In addition to this, at the end of the research, it was understood that music success perception, class, music training hours, sex,age,class and taking private music lessons are each an important (significant) predictor on music lesson attributions; whereas number of siblings, family structure and perceptive family income are not an important predictor on music lesson attributions.Findings obtained are discussed in the light of the literature; suggestions were made for the limitations of the research and the researches to be done in the future.