Original article | Journal of Innovative Research in Teacher Education 2022, Vol. 3(2) 62-75
pp. 62 - 75 | DOI: https://doi.org/10.29329/jirte.2022.464.1 | Manu. Number: MANU-2204-07-0002.R1
Published online: September 13, 2022 | Number of Views: 57 | Number of Download: 199
This study aims to investigate the mediator role of school burnout in the relationship between self-regulation and subjective well-being. Participants of the study are 390 university students aged between 18 and 30. In the study, the Self-Regulation Scale, Maslach Burnout Inventory-Student Survey, and the short form of the Oxford Happiness Questionnaire have been applied to collect data. The results demonstrated that self-regulation positively affects subjective well-being while negatively affecting school burnout as school burnout also negatively affects subjective well-being. Additionally, it was concluded that school burnout has a mediatory role in the relationship between self-regulation and subjective well-being. Based on these findings, it could be stated that any study that would be carried out to promote the self-regulation skills of an individual would lead to positive results in subjective well-being and would improve skills to cope with school burnout.
Keywords: Young Adult, Self-Regulation, School Burnout, Subjective Well-Being, University Students.
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