Who Can Make Burned-Out Students Feel Better and Self-efficient? Latent Profiles of Student Burnout and Its Association to Personal and Social Resources Among Polish and Turkish Early Adolescents

IF 2 3区社会学 Q1 SOCIAL SCIENCES, INTERDISCIPLINARY Child Indicators Research Pub Date : 2024-09-17 DOI:10.1007/s12187-024-10169-8

Katarzyna Tomaszek, Agnieszka Muchacka-Cymerman, Ayşe Aypay, Fatma Altınsoy

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Abstract

In recent years, the study demands-resources model (SD-R) has received significant attention as a comprehensive framework that identifies school burnout antecedents and adverse consequences. Our main study aim was to identify school burnout profiles among early adolescents and examine the associated personal and social resources. A cross-sectional study collected data from Polish and Turkish youths (N = 959,57.1% from Poland) through a paper-pencil and online survey measuring four school burnout dimensions, personal resources and social resources. 27 Three school burnout profiles were identified: (Profile 1) Highly Burned-out Students (14.8%), (Profile 2) Slightly Burned-out Students (63.5%), (Profile 3) Unburned-out Students (21.7%). Students from Profile 1 scored significantly lower in social and personal resource. The membership in Profile 2 was predicted by worse relationships with important adults (parents, teachers), and lower self-esteem compared to Profile 3. Our findings confirmed that school burnout symptoms are experienced (even slightly) by a relatively high number of youths.

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谁能让倦怠的学生感觉更好、更自立？波兰和土耳其青少年学生倦怠的潜在特征及其与个人和社会资源的关系

近年来，学习需求-资源模型（SD-R）作为一个全面的框架备受关注，该模型能够识别学校倦怠的前因和不良后果。我们的主要研究目的是确定早期青少年的学业倦怠特征，并研究相关的个人和社会资源。一项横断面研究通过纸笔和在线调查收集了波兰和土耳其青少年（959 人，57.1% 来自波兰）的数据，测量了四个学校倦怠维度、个人资源和社会资源。27 确定了三种学校倦怠特征：(特征 1）高度倦怠的学生（14.8%）；（特征 2）轻度倦怠的学生（63.5%）；（特征 3）未倦怠的学生（21.7%）。特征 1 的学生在社会和个人资源方面的得分明显较低。与 "特征 3 "相比，"特征 2 "的学生与重要成人（父母、教师）的关系较差，自尊心较低。我们的研究结果证实，相对较多的青少年会出现（即使是轻微的）学业倦怠症状。

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来源期刊

Child Indicators Research SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

4.90

自引率

14.30%

发文量

103

期刊介绍： Child Indicators Research is an international, peer-reviewed quarterly that focuses on measurements and indicators of children''s well-being, and their usage within multiple domains and in diverse cultures. The Journal will present measures and data resources, analysis of the data, exploration of theoretical issues, and information about the status of children, as well as the implementation of this information in policy and practice. It explores how child indicators can be used to improve the development and well-being of children. Child Indicators Research will provide a unique, applied perspective, by presenting a variety of analytical models, different perspectives, and a range of social policy regimes. The Journal will break through the current ‘isolation’ of academicians, researchers and practitioners and serve as a ‘natural habitat’ for anyone interested in child indicators. Unique and exclusive, the Journal will be a source of high quality, policy impact and rigorous scientific papers. Readership: academicians, researchers, government officials, data collectors, providers of funding, practitioners, and journalists who have an interest in children’s well-being issues.