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

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2018-04-10 DOI:10.6018/REIFOP.21.2.311361
P. U. Supervía, C. S. Bordás, Elena Domper Buil
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引用次数: 9

摘要

本研究旨在分析12所中学1756名学生(M=14.47, SD=1.63)的职业倦怠、敬业度和学业自我效能感之间的关系。使用的工具是西班牙语版Maslach学生倦怠量表(MBI-SS)、乌得勒支学生量表(UWES-S)和学术情境特定感知自我效能量表(EAPESA)。结果表明,在适应性行为中,学业自我效能感与精力、投入和任务吸收呈正相关,而身心努力与玩世不恭与精力、投入和任务投入呈负相关。揭示了在教育中心促进适应行为对提高学生的幸福感和学习生活的重要性。
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¿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.
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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