{"title":"倦怠、参与和学术自我效能是如何相互关联的?对青少年学生的研究","authors":"P. U. Supervía, C. S. Bordás, Elena Domper Buil","doi":"10.6018/REIFOP.21.2.311361","DOIUrl":null,"url":null,"abstract":"The aim of this research was to analyze the relationship between burnout, engagement and academic self-efficacy in a sample of 1756 students (M=14.47, SD=1.63) belonging to 12 secondary education highschools. The instruments used were the Spanish versions of the Maslach Burnout Inventory – Student Survey (MBI-SS), Utrecht Student Student Scale (UWES-S) and the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA). The results showed inverse relationship between physical&emotional effort and cynicism with vigor and dedication in the same way those positive relationships between academic self-efficacy with vigor, dedication and task absorption, in a more adaptive behaviors. The importance of the promotion of adaptive behaviors that improve the well-being and academic life of the students in their educational centers is revealed.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.311361","citationCount":"9","resultStr":"{\"title\":\"¿Cómo se interrelacionan las variables de burnout, engagement y autoeficacia académica? Un estudio con adolescentes escolares\",\"authors\":\"P. U. Supervía, C. S. Bordás, Elena Domper Buil\",\"doi\":\"10.6018/REIFOP.21.2.311361\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The aim of this research was to analyze the relationship between burnout, engagement and academic self-efficacy in a sample of 1756 students (M=14.47, SD=1.63) belonging to 12 secondary education highschools. The instruments used were the Spanish versions of the Maslach Burnout Inventory – Student Survey (MBI-SS), Utrecht Student Student Scale (UWES-S) and the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA). The results showed inverse relationship between physical&emotional effort and cynicism with vigor and dedication in the same way those positive relationships between academic self-efficacy with vigor, dedication and task absorption, in a more adaptive behaviors. The importance of the promotion of adaptive behaviors that improve the well-being and academic life of the students in their educational centers is revealed.\",\"PeriodicalId\":36972,\"journal\":{\"name\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2018-04-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.311361\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.6018/REIFOP.21.2.311361\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Electronica Interuniversitaria de Formacion del Profesorado","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6018/REIFOP.21.2.311361","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
¿Cómo se interrelacionan las variables de burnout, engagement y autoeficacia académica? Un estudio con adolescentes escolares
The aim of this research was to analyze the relationship between burnout, engagement and academic self-efficacy in a sample of 1756 students (M=14.47, SD=1.63) belonging to 12 secondary education highschools. The instruments used were the Spanish versions of the Maslach Burnout Inventory – Student Survey (MBI-SS), Utrecht Student Student Scale (UWES-S) and the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA). The results showed inverse relationship between physical&emotional effort and cynicism with vigor and dedication in the same way those positive relationships between academic self-efficacy with vigor, dedication and task absorption, in a more adaptive behaviors. The importance of the promotion of adaptive behaviors that improve the well-being and academic life of the students in their educational centers is revealed.