The Relationship of COVID-19 Student Stress with School Burnout, Depression and Subjective Well-Being: Adaptation of the COVID-19 Student Stress Scale into Turkish

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dc.authoridGundogan, Selim/0000-0001-7731-8728
dc.contributor.authorGundogan, Selim
dc.date.accessioned2024-11-07T13:24:10Z
dc.date.available2024-11-07T13:24:10Z
dc.date.issued2023
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractCOVID-19 has caused psychological problems in all age groups since it emerged from the first day. One of the most important groups has been affected negatively during the COVID-19 pandemic process are university students. One of the negative situations caused by the pandemic process in university students is student stress caused by COVID-19. To assess stress situations in Italian culture, the COVID-19 student stress scale (CSS-S) has been developed. In this context, the aim of this study was to adapt the CSS-S into Turkish. Another aim of the study was to investigate the direct and indirect relationships of COVID-19 student stress with school burnout, depression and subjective well-being. The participants of the study were 485 Turkish university students. The values obtained with the confirmatory factor analysis revealed that the factor structure of CSS-S is satisfying (chi(2)/df = 2.99, AGFI = .95, TLI = .93, CFI = .96, IFI = .96, REMSEA = .06, SRMR = .04). Moreover, it was found that school burnout has a mediating role in the relationship between COVID-19 student stress and depression and subjective well-being (chi structure of CSS-S is satisfying/df = 2.41, AGFI = .87, TLI = .91, CFI = .91, IFI = .91, REMSEA = .05, SRMR = .05). These findings imply that psychosocial intervention studies to reduce COVID-19 student stress can reduce students' school burnout and depression. It also implies that these psychosocial intervention studies can have a positive impact on students' subjective well-being.
dc.identifier.doi10.1007/s40299-021-00641-2
dc.identifier.endpage176
dc.identifier.issn0119-5646
dc.identifier.issn2243-7908
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85123013726
dc.identifier.scopusqualityQ1
dc.identifier.startpage165
dc.identifier.urihttps://doi.org/10.1007/s40299-021-00641-2
dc.identifier.urihttps://hdl.handle.net/11480/13953
dc.identifier.volume32
dc.identifier.wosWOS:000742598500001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer Heidelberg
dc.relation.ispartofAsia-Pacific Education Researcher
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectCOVID-19 student stress
dc.subjectSchool burnout
dc.subjectDepression
dc.subjectSubjective well-being
dc.titleThe Relationship of COVID-19 Student Stress with School Burnout, Depression and Subjective Well-Being: Adaptation of the COVID-19 Student Stress Scale into Turkish
dc.typeArticle

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