Antecedents of school burnout: A longitudinal mediation study

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Social Psychology of Education Pub Date : 2024-02-02 DOI:10.1007/s11218-024-09887-2

Serkan Cengiz, Adem Peker

引用次数: 0

Abstract

School burnout is a growing problem among university students. This two-wave longitudinal study examined the mediating effects of academic self-efficacy, grit, and academic resilience in the relationship between academic perfectionism and helicopter parenting, and school burnout in university students based on the Theory of Self- vs. Externally-Regulated Learning (SRL vs. ERL), and Social Cognitive Theory (SCT). A total of 481 college students completed measurements at Time 1 (T1) and Time 2 (T2) (M_age = 22.2; 61.5% female, 38.5% male). For analysis, the SPSS version 26 and Mplus version 7.0 were used. The results reveal that academic self-efficacy, grit, and academic resilience at Time 2 mediate the relationship between academic perfectionism and helicopter parent attitude at Time 1 and school burnout at Time 2. These findings reveal the key role of self-efficacy, grit, and academic resilience in reducing school burnout.

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学校职业倦怠的前因：纵向调解研究

在大学生中，学业倦怠是一个日益严重的问题。这项两波纵向研究基于自律学习与外律学习理论（SRL vs. ERL）和社会认知理论（SCT），考察了学业自我效能感、勇气和学业韧性在学业完美主义和直升机父母与大学生学业倦怠之间的中介效应。共有 481 名大学生在时间 1（T1）和时间 2（T2）完成了测量（年龄 = 22.2；61.5% 为女性，38.5% 为男性）。分析使用了 SPSS 26 版和 Mplus 7.0 版。结果显示，在时间 2 中，学业自我效能感、勇气和学业复原力对时间 1 中的学业完美主义和直升机家长态度与时间 2 中的学校倦怠之间的关系起到了中介作用。这些发现揭示了自我效能感、勇气和学业韧性在减少学校倦怠感中的关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.